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FOREWORD 


This bulletin has been prepared as an aid to local school authorities 
in developing a more comprehensive program of homemaking educa- 
tion in the evening schools. A very small per cent of homemakers 
have had adequate training for the complex and varied responsi- 
bilities of managing a modern home. Scientific studies and research 
during the past decade have resulted in the development of many 
courses essential in the intelligent management of the home. 
Courses in foods and clothing are no longer sufficient to meet the 
needs of the homemaker of today. ‘There is an urgent need for 
courses in the evening schools in child care and training, home 
nursing, health of the family, nutrition and child feeding, home, 
management, budgeting and home planning and decoration. It is 
hoped that the three-year courses in homemaking outlined in this 
bulletin, leading to a certificate of achievement issued by the State 
Department of Education, will find a place in the evening schools 
of every community of the State. 


Lewis A. WILSON 


Director, Division of Vocational and Extension Education 





0 hey 26 Prroaton 


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University of the State of New York Bulletin 


Entered as second-class matter August 2, 1913, at the Post Office at Albany, 
N. Y., under the act of August 24, 1912. Acceptance for mailing at 
special rate of postage provided for in section 1103, act of 
October 3, 1917, authorized July 19, 1918 


_ Published Fortnightly 


No. 854 ALBANY, N. Y. June 15, 1926 


HOMEMAKING EDUCATION IN THE EVENING 
SCHOOL 


Many communities in the State are interested in organizing short 
unit courses in homemaking, as well as in improving the subject 
matter taught in evening school classes. It 1s the purpose of this 
bulletin to present some suggestive courses that have been developed 
by the supervisors of home economics, teacher trainers and teachers 
of evening schools, and to suggest ways in. which the subject may 
be improved. 

The objectives of any evening school class in homemaking should 
be to meet the needs of three groups of women and girls, namely: 
(1) wage earning or nonwage earning women who plan to become 
homemakers at an early date; (2) women who are engaged in the 
vocation of homemaking as directors of homes or assistants; and 
(3) business or professional women or working girls who desire 
courses to assist them with such problems as food, clothing, housing, 
health etc. With these needs in mind the aims of the courses are 
as follows: 

1 To train future homemakers 

a To give definite appreciation of home life in such activities 
as: proper nutrition of the family; selection and care of 
clothing ; care and rearing of children; health of the family ; 
selection, furnishing and care of the house and its equip- 
ment; proper expenditure of the income; social, moral and 
civic obligations of the home 

b To raise standards of living in the following respects: health 
and sanitation of home, proper expenditure of income and 
proper housing 

c To impart fundamental facts, reasons and principles which 
underlie the activities of women in the home and the 
community 

2 To help present homemakers solve their problems such as proper 

nutrition of the family, selection and care of clothing, care 


6 THE UNIVERSITY OF THE STATE OF NEW YORK 


of the house and its equipment, care and training of chil-— 
dren, expenditure of family income, etc. 

a May be one or all of the above objectives, under “ To train 
future homemakers ”’ 


3 To meet personal and avocational needs of unmarried women 
and girls 
a To give definite appreciation of better living 
b To raise standards of living 
c To impart facts and principles necessary for these needs 
d ‘To increase the general intelligence of women in order that 
they may appreciate the need for further training in home- 
making 
With objectives 1 and 2 the approach to the course should be 
made from the home need, while with objective 3 it should be made 
from the personal and avocational need. 


THE SHORT iin COURSE 


The short unit course has advantages over the long term, firstly, 
because it has a definite aim and is complete in itself, thereby giving 
the pupil an opportunity to attend school for a short period of time; 
and secondly, because it results in improved instruction on the part 
of the teacher thereby increasing the interest of the pupil, which in 
turn makes for regular attendance. | 

The following suggested units have been largely worked out and 
tried by the teachers in the field. They represent their ideas in 
presenting this subject to the women in the evening schools. 


ORGANIZATION AND RECRUITING 


In organizing the homemaking work in an evening school it is 
necessary to advertise it several weeks previous to the opening night. 
Various ways have been tried and found successful. The news- 
paper is an excellent means for reaching homemakers, while short 
talks given at the lunch hour in stores and factories will reach the 
working girl. Attractive posters placed in the street cars, and public 
places have increased the registration. Letters, leaflets and dodgers 
explaining the work to be offered have been mailed or handed out 
to the homemaker and the working girl. The teacher can accomplish 
much by talking with her former pupils about new work to be offered, 
and they in turn will interest their friends. The director and super- 
visor should plan carefully ways and means to conduct the recruiting 
of women for the evening school. All community organizations 


HOMEMAKING EDUCATION IN THE EVENING SCHOOL 7 


such as the chamber of commerce, women’s clubs, civic league etc., 
should be helpful in organizing this work. In order to reach all 
types of girls and women, various classes should be organized such 
as the afternoon class for mothers, the supper class for working 
girls and professional women, the home or neighborhood class for 
the foreign-born women, the factory or store class for girls in indus- 
try and commerce, and the evening class for all of the above groups 
and homemakers. 


METHODS OF INSTRUCTION 


The method of instruction generally used in the evening class is 
individual. This is necessary, to a certain extent, but considerable 
time is wasted by using this method entirely. The class and group 
instruction save considerable time for the teacher. The class method 
should be used to put over a point which in general applies to all 
members, while the group method could apply in instructing a num- 
ber of pupils working on the same problem, all of whom were making 
the same degree of progress. The individual method should be 
resorted to only as a special aid to an individual problem. The 
teachers who organize and present their work through demonstra- 
tion, discussion, illustration, and by making short introductory talks 
each evening are obtaining better results than those who have fol- 
lowed the method of merely showing each pupil how to work and 
in some cases doing the work themselves. 

The project method and home project are easily adapted to the 
evening school problem and should be used whenever possible. The 
individual instruction sheet may be used when the pupil is working 
on an individual problem and this will save considerable time for 
the teacher. 

When all teachers realize that the best methods of instruction 
should be used in conducting our courses, the work in the evening 
school will be improved. It must be remembered in this connection 
that the time is short and the work accomplished by the pupil is done 
after the close of the working day. Teachers should be interested 
in improving their work but this can be accomplished only through 
teacher-training courses, teachers’ meetings with supervisors and 
better preparation of lessons on the part of the teachers. 


PISTARLPIGATIONS) OF FTHEACHERS 
The success of the evening school in a large measure depends upon 
the teacher. Several different types of teachers are used in the even- 
ing schools The day home economics teacher who holds a license for 


8 THE UNIVERSITY OF THE STATE OF NEW YORK 


such teaching is qualified. Women with a good general education 
who have had five years of practical experience in dressmaking, 
millinery or interior decoration and some professional training may 
be licensed to teach certain phases of homemaking in the evening 
schools. licenses to teach homemaking in the evening schools are 
also issued to women with a good general education who have had 
five years of successful experience in homemaking, some special 
training in homemaking and some professional training. It is recom- 
mended that only persons with an intimate knowledge of home prob- 
lems and home conditions be employed to teach homemaking in the 
evening schools. Licenses for teaching in evening schools are issued 
only upon the request of the local superintendent of schools. 

The State Department of Education maintains at certain centers 
throughout the State evening courses for the professional training 
of persons interested in teaching homemaking in the evening schools. 
These courses are maintained primarily to provide professional 
training for women with practical experience in industry or home- 
making who desire to prepare to teach this subject in evening schools. 
It is recommended, however, that all teachers of homemaking sub- 
jects in evening schools, who have not had considerable professional 
training, avail themselves of the opportunity of taking special profes- 
sional courses such as methods of teaching and analysis of subject 
matter. Only in cases of emergency will a temporary license to 
teach in evening schools be granted to a person who has not had some 
professional training. 


ARRANGEMENT OF A.HOMEMAKING COURSE 


The State Department of Education is interested in developing a 
homemaking course in the evening schools and is willing to grant 
a certificate on the completion of course one as outlined in this 
bulletin. The minimum requirement is 12 units of 10 or 12 lessons 
of 2 hours each, or 240 hours. These units are to cover the field 
of homemaking in its various phases. The arrangement of courses 
is merely suggestive to communities, and any other plan may be 
submitted for approval. The value of a homemaking course in the 
evening school tends to interest girls and women in this important 
subject and increases their desire for further training. The granting 
of a certificate is a mark of achievement welcomed by a number of 
women who have not been able to earn this in the regular day schools. 


HOMEMAKING EDUCATION IN THE EVENING SCHOOL 9 


Seoeed. CONDENTVOF COURSES OF STUDY 


The suggested content of the short unit courses has been largely 
arranged on a basis of twelve lessons. The unit may be shortened 
or lengthened, however, to meet the needs of the community and the 
members of the class. The minimum for a short unit is usually 
considered to be six lessons and the maximum sixteen lessons. These 
same units may be used for developing a term course in communities 
that desire it. The practice apartment in the school or the practice 
house may be used to advantage in presenting the units on meal 
planning, nutrition, house decoration, health of the family, home 
management, related art to the home and home life and hospitality. 

The pupils should be encouraged to pass from one unit to another, 
and as soon as they have completed a unit a small card or certificate 
should be presented to them, stating that they have successfully com- 
pleted the unit. This will encourage them to continue the home- 
making course and will also help in keeping an accurate record at 
the school. 

All the resources of the community should be utilized, such as 
libraries, banks, recreational places, etc. In teaching any of the units, 
personal as well as community needs of the group must be taken into 
consideration. 


GOURS He 1 


FOR HOMEMAKERS AND PROSPECTIVE 
HOMEMAKERS 


This course is organized to meet the needs of homemakers and 
prospective homemakers. It includes carefully planned units of 
instruction in all of the major phases of homemaking. Students who 
successfully complete this course or the equivalent will be awarded 
a Certificate of Achievement in Homemaking, issued by the State 
Depaitment of Education. 


One Year 
Food: meal planning, preparation and serving, 1.unit, 12 lessons 
Nutrition and child feeding, 1 unit, 12 lessons 
Clothing, selection, care, cost and construction, 1 unit, 12 lessons 
Advanced clothing (dressmaking or children’s clothing or milli- 
nery or design), 1 unit, 12 lessons each 


One Year 


Health of the family, 1 unit, 12 lessons 
Home nursing, | unit, 12 lessons 


10 THE UNIVERSITY OF THE STATE OF NEW YORK 


Training and care of children, 1 unit, 12 lessons 
Home life and hospitality, 1 unit, 12 lessons 


One Year 
House planning, 1 unit, 12 lessons 
House decoration and furnishing, 1 unit, 12 lessons 
Home management: the income, 1 unit, 12 lessons 
Home management: the house, 1 unit, 12 lessons 


FOOD: MEAL PLANNING, PREPARATION AND SERVING 


Unit, 12 lessons 
Lesson I Planning the daily meals 
A The family 
1 Number 
2 Age 
3 Occupations 
B The income 
1 Division: amount for food. Average income taken and 
meals planned accordingly for 1 week 
C Food groups 
1 Uses in the body 
2 What the day’s food should provide 
D Practical work 
1 Planning the menus in full to be prepared for Sunday, 
Monday and Tuesday or three days of the week 
2 Marketing: make out market order 
3 Proper division of money for food requirements 
Lesson II Preparation and serving of Sunday’s meals 
A Breakfast . 
B Dinner 
C Sunday night tea 
D Division of the class into groups for meal preparation and 
serving 
Lesson III Preparation of a balanced meatless dinner 
A Discussion of dinner after preparation 
B Finish planning the week’s menus in full 
Lesson IV Food and Health 
A How much food does the body need ? 
B Are you the correct weight? 
C Practical work 
1 Preparation of breakfast and luncheon for the day to go 
| with the meatless dinner | 


‘“HOMEMAKING EDUCATION IN THE EVENING SCHOOL 11 


Lesson V Entertainment in the home; house versus home 
A The family group: pictures, good books, music, magazines, 
discussion at meal time 
B Types of entertainment 
1 Suppers: Sunday night 
2 Dinners: special occasions and holidays 
3 Luncheons 
4 Parties 
5 Picnics 
6 Buffet suppers 
C Practical work 
1 Entertaining guests at supper 
2 Table decorations, special dishes 
3 Preparation and serving of a supper planned 
Lesson VI Fuel and time saving in food preparation 
A Economical use of meat in the home 
B Use of cheaper cuts of meat: stews, pot roasts etc. 
C Practical work 
1 Preparation and serving of a dinner planned 
2 Use of fireless cooker 
Lesson VII The planning of a week’s meals based on an annual 
income of $2000 
A Family 
B Food requirements for family for 1 day 
C Practical work 
1 Preparation of an emergency luncheon 
a Use of the emergency shelf in the home 
Lesson VIII Calories as a measure for food requirement 
A What isa calorie? What is a Standard Portion (S.P.)? 
1 Display of 100 calorie portions of uncooked foods 


B Practical work 
1 Special discussion of a dinner for Thanksgiving Day or 


any holiday 
2 Preparation of a supper 
3 Calculation of calories in supper prepared 
Lesson IX The week’s meals continued 
A Fish: place in the diet 
1 Selection 
2 Cost 
3 Preparation 


14 THE UNIVERSITY OF THE STATE OF NEW YORK 


B Practical work 


1 Preparation and serving of fish dinner 
2 Starting to prepare holiday dinner 


Lesson X The Thanksgiving or holiday dinner 


A Preparation and serving 


Lesson XI Food eaten away from home 

A’ Cafeteria 
1 Selection 
2 Cost 

B Contents of the lunch box 

C Practical work 
1 Preparation of lunch box for child 
2 Preparation of lunch box for adult 


Lesson XII Summary of the unit 
A Summarize 
1 Food groups 
2 Balanced meals 
3 Value in buying wisely 
4 Making best use of what is bought 
5 Labor, preparation, serving 
B The housewife’s library 
1 Contents 
2 Source 
C The housewife’s accounts 


References 
Books 


Abel, M. H. Successful Family Life on a Modern Income. 
Lippincott 

Andrews, B. R. Economics of the Household. Macmillan 

Baldersen, L. R. Housewifery. Lippincott 

Robinson, E. R. & Hammel, H. G. Cooking Through Prepara- 
tion of Meals. American School of Home Economics 

Rose, M.S. Feeding the Family. Macmillan 

Taber, C. W. The Business of the Household. Lippincott 

Terrill, Bertha. House Management. American School of 
Tiome Economics 

Willard, Florence & Gillett, Lucy. Dietetics for High Schools. 


Macmillan 


HOMEMAKING EDUCATION IN THE EVENING SCHOOL 13 


Bulletins, Pamphlets, Magazines 


Delineator Magazine, the Home Department 

Good Proportion in the Diet, Farmers Bulletin 1313 

Good Housekeeping Magazine 

How to Select Foods, Farmers Bulletins 808, 817, 824 

Metropolitan Cook Book. Metropolitan Life Insurance Co. 

Pamphlets, posters. National Dairy Council 

Use and Preparation of Food, Bulletin 35, Federal Board for Voca- 
tional Education 


NUTRITION AND CHILD FEEDING! 
Unit, 12 lessons 


Lessons I-II The homemaker and the nutrition of her family 


A Principles of normal nutrition 
1 What it is 
2 Its relation to animals and the human being 


B Food groupings according to function 

1 Foods that give energy 
a For fuel 
b For activity 

2 Foods that build the body 
a Foods that build muscle 
b Foods that build bones and teeth 

3 Foods that regulate the body, make it grow and keep it 

healthy 


C Food materials 

1 Food valued for fuel 
a Starchy vegetables 
b Cereals 
c Sugars 
d Fats and oils 

2 Food valued for muscle building material or protein 
a Milk 
b Milk products 
c Eggs 
d Meat 
e Fish 
f Legumes 


1 Women who have completed the unit on food: meal planning, prepara- 
tion and serving, should be admitted to this unit. 


14 THE UNIVERSITY OF THE STATE OF NEW YORK 


3 Food valued for bone and teeth building material (or 
mineral salts) 
a Milk 
b Green vegetables 
c Fruits 
4 Foods valued for regulating the body, promoting growth 
and health (vitamines and mineral salts) 
a Green vegetables 
b Fruits 
c Milk 
d Butter 
e Water 
D Practical work 
1 Display of 100 calorie portions of common wigade 
.2 Planning meals for an average family based on nutritive 
requirements 
Lesson III A study of milk 
A Food value 
1 Caloric value: 100 calorie portions 
2 Nutritive value 
a Chemical composition 
b Vitamin content 
c Mineral content 
d Amount to be taken daily 
B Milk production 
C A study of bacteriology in relation to milk — 
teCarcror 
2 Pasteurization of 
a Necessity of supplying vitamin C 
D Preparation of simple milk desserts 
1 Discussion of the nutritive value 
2 Calculation of the caloric value of each 


Lesson IV Child feeding 

A Food needs of the growing organisms, the requirements 
1 Types of protein 
2 Mineral salts 
3 Vitamines 

B The pregnant mother 
1 Selection and preparation of food as milk dishes, preserv- 

ing vitamines 

2 Abnormal appetites 
3 Constipation 


HOMEMAKING EDUCATION IN THE EVENING SCHOOL 15 


C The nursing mother; effects of 
1 Digestion 
2 Mental states 
3 Advantages of natural feeding 
4 Supplementary feeding 
D Practical work 
1 Planning and preparation of food for the pregnant and 
nursing mother 
Lesson V Child feeding, baby 1 to 12 months 
A For the normal child 
1 Daily program for breast-fed babies 
a Periods 
b Food served in each period 
c Changes made in feeding each month 
B Artificial feeding of infants 
1 General plan for whole milk dilutions with carbohydrate 
additions 
a Modifying of milk 
2 Feeding schedule 
C Practical work 
1 Assembling equipment 
2 Preparation of the different foods in class 
Lessons VI-VII Feeding during the second year 


A Value of milk as a food for growth, 1 to 6 years 
B Foods from which the two-year-old’s diet should be built up 
1 Milk (chief article in the diet) 
2 Fruit; importance of 
3 Cereal 
4 Vegetable 
5 Stale bread (chew) 
a To foster the habit of mastication; avoid variety 
6 Foods which furnish calcium, iron and phosphorus 
C Discussion of a representative diet 
1 Energy requirement 
2 A study of caloric value 
3 A study of percentage of protein, carbohydrate, fat 
4 A study of ash constituents 
5 Time for each meal to be served 
D Preparation of four meals 
1 Four meals for 1 day for the 18-month-old 
2 Four meals for 1 day for the 2-year-old 


16 THE UNIVERSITY OF THE STATE OF NEW YORK 


3 Points to observe 

a Stimulate mastication 

b Correct habits inculcated early 
4 Set up the meals; discuss _ 


Lesson VIII Child feeding during the fourth, seventh and twelfth 
years 
A Foods from which the diet should be built up 
B Number of calories for each year and quantity of foods to 
yield the requisite amount 
C Typical menus for each year and the schedule of feeding 
D Practical work 
1 Preparation of the different menus 
2 Pupils bring in menus for criticism 


Lessons [X—XI Food for the family group 
A Importance of balanced meals 
B Construction of the menu 
C Types of meal plans 
D Food combinations from the standpoint of 
1 Energy requirement 
2 Foodstuffs represented 
3 Flavor 
4 Color 
5 Vitamines 
6 Ash constituents, iron, phosphorous, calcium 
7 Ballast (to avoid constipation) ; organic acids 
8 Foods to stimulate mastication 
E Criticise menus which class brings in, using the above as the 
basis for criticism 
F Practical work 
1 Planning and preparation of a day’s meals to meet the 
nutritional need of a family with several children of 
various ages 
2 The same with consideration of an aged person, also fp 
people at work 


Lesson XII Abnormal nutrition 
A Causes 
B Digestion and assimilation 
a Causes of digestive disturbances 
C General diets 
1 Liquid, soft and convalescent 
2 Fevers and milk diet 


HOMEMAKING EDUCATION IN THE EVENING SCHOOL 17 


3 Constipation and diarrhoea 
4 Obesity 
5 Food poisoning 
6 Colds, headaches etc. 
D Practical work 
1 Planning and preparation of some of the above diets ac- 
cording to the needs of the class 


References 
Books 


Abel, M. H. Successful Family Life on a Modern Income. 
Lippincott 

Andrews, B. R. Economics of the Household. Macmillan 

Lusk, Graham. Fundamental Basis for Nutrition. Yale Univ. 
Press 

Rose, Mary. Feeding the Family. Macmillan 

Willard, Florence & Gillett, Lucy. Dietetics for High School. 
Macmillan 

Bulletins, Pamphlets 


Breast Feeding. Children’s Bureau 

Food for the Family. New York Association for Improvement of 
the Conditions of the Poor, 125 22d st., New York City 

Good Proportions in the Diet. Farmers’ Bulletin 1313 

How to Select Foods. Farmers’ Bulletins 808, 817, 824 

Infant Care. Children’s Bureau 

Milk — The Indispensable Food for Children. Children’s Bureau 

Nutrition Bibliography. New York Nutrition Council issued by 
Health Service, American Red Cross, New York County Chap- 
ter, 598 Madison av., New York City 

Nutrition Notes for Elementary Teachers. Bulletin 810, University 
of the State of New York 

Outline for the Teaching of Nutrition. Merrill-Palmer School, 
Detroit, Mich. 

Prenatal Care. Children’s Bureau 

Vitamines. Bulletin 3, Extension Service, Ohio State University 

Use and Preparation of Food. Bulletin 35, Federal Board for Voca- 
tional Education 

ELEMENTARY CLOTHING 
Unit, 12 lessons 


Lesson I Study of clothing 
A The clothing problem and factors involved 
B Choice of garments 


18 THE UNIVERSITY OF THE STATE OF NEW YORK 


C Suitability 
D Cost in relation to budgets 
E Durability 
F Design 
1 Measurement 
2 Pattern 
3 Type of person 
G Show types of garments of ready-to-wear and made in the 
home; pictures and fashion magazines for presenting all 
the above points 


Lesson II Selection of material 
A Suitability 
B Cost 
C Durability 
D Design; color 
E Amount of material 
F Trimmings 
G Bindings 
HT Show sample lengths of fabrics to be used 
Use of posters, charts, advertisements for discussion of 


A, D, F and G 
Lessons III-VII Construction 
A Machine 
1 Care: demonstration and class discussion 
Z Use 
B Pattern 


1 Selection: demonstration and class discussion 
2 Measurements 
3 Alteration: preparation of material; charts and models 
4 Placing 
5 Cutting 
C Seams 
1 Marking 
2 Basting 
D Fitting 
FE Decorations: illustrative material 
F Finished 
G Finished value (actual cost) ; fashion magazines and maga- 
zine articles 


HOMEMAKING EDUCATION IN THE EVENING SCHOOL 19 


Lessons VIIIJ-IX Hygiene 
A Personal hygiene 
1 Care of hair, nails, skin, teeth, feet 
a Demonstration of manicuring 
b Talk on care of hair by specialist 
_c Use of magazine and newspaper clippings and charts 
B Hygiene of clothing 
1 Use 
a Warmth 
b Protection 
c Esthetic 
d Talk by physician or nurse 
2 The well-dressed woman 
3 Accessories; show a few good ones 
4 Use of charts, posters, slides for above 


Lesson X Care of clothing 
A Daily 
1 Mending 
2 Airing 
3 Laundering and cleaning 
4 Dyeing 
5 Brushing 
6 Hanging or storing 
7 Demonstration of above 
B Seasonal 
1 Renovation 
a Show remodeled garments 
b Lists of suggested garments that might be made from 
old 
2 Winter and summer storage 
3 Remodeling 
a Material considered from standpoint of time and energy 


Lesson XI Budget 
A Allotment of allowance for clothing 


B Comparison of ready-made garments with homemade gar- 
ments 


C Discuss advantage of keeping a budget 
D Pamphlets from banks 


20 THE UNIVERSITY OF THE STATE OF NEW YORK 


Suggested Problems To Meet the Needs of the Individual 
Elementary 

Undergarments : 

Aprons | 

Simple blouses : 

House dresses 

Household linens 

Curtains 

Children’s clothing 

Dress accessories 

a Handkerchiefs 

b Scarfs 

c Bags 

d Cuff and collar sets 

9 Community problems and gift work 


ONO MH BW ND 


References 
Books 


Baldt, Laura. Clothing for Women. p. 3-11; 11-15. Lippin- 
cott 

Butterick, H. G. Principles of Clothing Selection. Macmillan 

Cook, B.C. Sewing Machines. Manual Art Press 

Denny, Grace. Fabrics and How to Know Them. Lippincott 

Dyer, Elizabeth. Textile Fabrics. Chapter 1X. Houghton 

Kinne, Helen & Cooley, Anna. Shelter and Clothing. Chapter 
20. Macmillan | 

Lord, I. E. Getting Your Money’s Worth. Whitcomb and 
Barrows 

Mathews, Mary. [Elementary Home Economics. p. 1-147 

Taber, C. W. The Business of the Household. p. 24044. 
Lippincott 

Turner, Annabel. The Study of Fabrics. Chapter VI-VII. 
Appleton 

Woolman, M. S. Clothing — Choice, Care, Cost. “Lippincott 

—-— & McGowan, E. B. Textiles. Chapter X. Macmillan 


Bulletins, Pamphlets, Magazines 
Clothing for the Family. Bulletin 23, Federal Board for Vocational 
Education 
Home Laundering. Farmers’ Bulletin 1099 
Leaflets on budgets. Monroe County Savings Bank, 35 State st., 
Rochester, N. Y. 


HOMEMAKING EDUCATION IN THE EVENING SCHOOL 21 


Fashion magazines | 

Removing Stains from Clothing and other Textiles. Farmers’ Bul- 
letin 861 

Selection and Care of Clothing. Farmers’ Bulletin 1089 


ADVANCED CLOTHING 


The advanced clothing unit may be an elective unit consisting of 
one of the following as, dressmaking, children’s clothing, millinery 
or design. 


DRESSMAKING! 
Unit, 12 lessons 
Lesson I Consideration of wardrobe 


A Use for which garments are needed 


1 House 
2 Business 
> treet 
4 Show various types 
B Choice of garments to be made in this unit 
C Selection 
1 Material 
a Kinds, qualities, colors for season 
(1) Simple tests; demonstration 
b Amounts to purchase 
c Preparation for use 
2 Line and design 
a Suitability 
(1) Effect on contour of figure 
(2) Occasion 
(3) Personality 
3 Pattern 
a Kinds 
Lesson II Construction: patterns 
A General instruction 
1 Reading directions 
2 Testing 
3 Alterations; demonstration 
4 Cutting (long, even strokes of shears) 
5 Basting 


1 Only women who have completed the unit on elementary clothing or who 
have had the same amount of experience should be admitted to this unit. 


22 THE UNIVERSITY OF THE STATE OF NEW YORK 


Lessons III-VI Construction: fitting 
A Proper lines for 
1 Shoulder seams 
2 Grain of material and fit 
a Of sleeves 
b Across front 
c Across back 


Note. It is suggested that the class be divided in groups of two for fitting; 
that the teacher fit one dress and call attention of the class to the unusual 


features of others. 
B Line; design 

1 Relation of neck, waist and hem lines to each other (Greek 
law of proportion) 

2 Effect of line on contour reviewed and enlarged 

a Lines to offset undesirable features 

(1) Stooped shoulder 
(2) Large bust lines, etc. 


Lesson VII Color 

A Influence on color by 
1 Season 
2 Age 
3 Complexion 
4 Occasion 

B Color harmonies 

C Use of color laws 
1 Subordination 
2 Contrast 
3 Repetition 

D Use of various materials in class for discussion of color 


Lesson VIII Hygiene of clothing 
A Use of clothing 
1 Warmth 
2 Protection 
3 Esthetic purposes 
B Hygiene 
1 Ventilation 
2 Freedom of movement 
3 Cleanliness of body and clothing and their effect on morale 
C Meaning of the phrase, “ well-groomed woman ” 
1 Hair 
2 Complexion 


HOMEMAKING EDUCATION IN THE EVENING SCHOOL 23 


3 Teeth 

4 Hands 

5 Body 

6 Suitable clothing: occasion, season 

7 Suitable shoes, wraps, gloves and other accessories 


Lesson IX Finishes and decorations 

_A Needs of finishes and decorations 

B Kinds of decorations; show various kinds 
1 Ready-made 
2 Handmade 
3 Stitching 
4 Seams 

C Suitability of decoration to type of garment 


Lesson X Budget 
A Value of a plan (clothes planning or budget) 
1 Three-year basis; individual outline given to pupils 
2 Plan involves 
a Buying (original cost) 
b Cost of garments to be worn with those on hand 
c Cost of care | 


Lesson XI Care of clothing 
A Daily care; demonstration 
1 Brushing 
2 Hanging 
3 Spot removal 
4 Pressing 
5 Shoe trees etc. 
6 Mending 
B Seasonal care; demonstration 
1 Cleaning and pressing 
2 Altering and new accessories 
3 Storing 
Lesson XII Renovating and remodeling 
A Judging value of time, energy, material for remodeling 
B Possibilities 
1 Garment for adult 
2 Garment for child 
3 Garment to be given away 


Note. It is suggested that each member of the class bring in a garment, 
the ultimate use of which puzzles her and have the class decide on its value. 


24 THE UNIVERSITY OF THE STATE OF NEW YORK 


Suggested Problems To Meet the Needs of the Individual 


Advanced 
1 Blouse 
2 Skirt 
3 Wool dress 
4 Afternoon dress 
5 Evening dress 
6 Tailored garments 
a Coats 
b Suits 
7 Remodeling 
8 Fur work 
References 


Books 


Same as for elementary clothing 

Fales, Jane. Dressmaking. Scribner 

Izor, E. P. Costume Design and Home Planning. 
Mentzer | 

Sage, Elizabeth. A Study of Costume. Scribner 


Bulletins, Pamphlets, Magazines 
Same as for elementary clothing 
Fashion magazines 


CHILDREN’S CLOTHING 
Umit, 12 lessons 
Lesson I The wardrobe needs of children at various ages 
A Amount 
B Types 
1 Material 
2 Design 
C Cost: per cent in family budget 
1 New garments 
2 Renovated garments 
Lessons II-VI Make a new garment 
A Laundry tests of fabrics 
1 Preferred types 
2 Ways of keeping color 
B Designs for children 
1 Art principles 
a Unity, harmony, simplicity 
b Useful decoration, example, pockets, belts 


Atkinson, 


HOMEMAKING EDUCATION IN THE EVENING SCHOOL = 25 


C Patterns 

1 Types 

2 Alteration 

3 Adaptation 
D Construction 

1 Short cuts in cutting and construction 

2 Speed suggestion without loss to satisfactory product 
E Upkeep | 

1 Care in wearing 

2 Care in cleaning 


Lessons VII-XIT Make child’s garment from adult’s garment 
A Preparing material 
1 Ripping 
2 Cleaning 
3 Dyeing 
B Cutting 


1 Economy in planning and placing 
2 Grain of material 


C Making and fitting 
1 Processes of construction 
2 Interest in reconstruction 
3 Aim of renovation lost if result is not artistic in desig 
and technic | ‘i 
4 Cost in time, money and energy 


Suggested List of Problems 


1 Undergarments 

2 Play dress 

3 School dress 

4 Party dress of new or used material 
5 Coat of used material 

6 Dress of used material 

7 Wash hat 

8 Boy’s suit 


References 


Same as for elementary clothing | 
Sewing for Girls. Circular 155, Extension Service, College of Agri- 
culture, University of Wisconsin, Madison 


26, THE UNIVERSITY OF THE STATE OF NEW YORK 


MILLINERY 
Unit, 12 lessons 
Lesson I Selection 


A Occasion 
1 Show milliner’s sheets 


B Suitability 
1 To occasion 
2 In relation to rest of clothing 


C Becomingness 
1 Types; show different types of Pristen hats 
2 Design 
3 Color 


D Cost 


E Frame 
1 Head size 
2 Shape in relation to individual 
3 Show types of frames 


F Materials 
1 Suitability ; show material 
2 Color and design 
3 Durability 
4 Comparison and testing material 
G A short talk by specialist on design, color and fashion 


Lessons II-VII Construction 
A Alteration of frames; demonstration 
B Pattern making (limited to needs of class) ; demonstration 
C Making of hat 
1 Tools 
2 Stitches 
3 Demonstration of this, using pupils’ material 
4 Trimmings 
a Bows 
b Flower making 
Lessons VIII-IX Renovation and remodeling 
A Steaming; demonstration and use of pupils’ materials or new 
materials as velvet, flowers, feathers 
B Cleaning 
1 Straw with velvets and steaming 
2 Dry cleaning 
3 Ribbons; gasoline and alcohol 
4 Demonstration of above 


HOMEMAKING EDUCATION IN THE EVENING SCHOOL 27 


C Dyeing; demonstration 

D Tinting ; demonstration 

E Show remodeled or renovated hats 
Lesson X Care of hats 


A Daily and seasonal 
1 Brushing 
a Cleaning and storing 
2 Keeping in a box 
a Shaping with tissue paper 
3 Steaming to freshen 
4 Demonstration and discussion of above points 
Lessons XI-XII Dress accessories 


A Selection and choice according to entire costume 
(Illustrative material borrowed from shops) 
1 Bags, purses 
2 Jewelry 
3 Handkerchiefs 
4 Flowers 
Beocaris 
6 Collar and cuffs 


7 Construction of dress accessories 


Suggested Problems To Meet the Needs of the Individual 
Hats for adults and children for fall, winter, spring, summer 


Suggestions for Short Units To Be Worked in between Seasons 
of Millinery 


1 Lamp shade making, 6-12 lessons 
2 Basketry, 6-12 lessons 
3 Gifts, 6-12 lessons 
Discuss suitability, design, color and cost of product in relation to 
house furnishings or clothing for any of the above units. 


References 


Books 
Aiken, C. R. Millinery. Ronald Press 
Lyon, H. B. Modern Millinery. Millinery Trade Publishing 
(CO: 
Smith, A. J. How to Make Hand Made Flowers. A. J. Smith, 
Room 1012— 102 Park av., New York City 
Loewen, Jane. Millinery. MacMilan 


25 


THE UNIVERSITY OF THE STATE OF NEW YORK 


Bulletins, Magazines 


Milliner sheets 
Fashion magazines 
Millinery pattern service 
E’Lis Fashion Syndicate 
37 S. Wabash ayv., Chicago 


HEALTH OF THE FAMILY 
Unit, 12 lessons 


Lesson I The home and the community 


A The community protects the family by providing 


] 


2 
3 
4 


Light 
Care of streets and alleys 
Sidewalks, gutters, curbing 
Outdoor recreation 
a Clean parks 
b Sanitary and safe streams for bathing, rowing etc. 
c Playgrounds 
d Yennis grounds and other sports 
Indoor recreation 
a Sanitary inspection and regulation of moving pictures, 
dance halls, theaters, skating rinks 
Permanent records of marriages, births and deaths 
Safeguards for property through 
a Fire department 
b Police department — 
Health enforcement 7 
a State laws and State Department of Health regulations 
regarding 
(1) Communicable disease 
(2) Public water supplies 
(3) Food purity and sanitation 
(4) Industrial and other hazards 
(5) Sewage and garbage disposal 
Health education 
a Health stations, clinics 
b Health exhibits 
c Wholesome recreation 


B The home must cooperate with the community 


1 


By organizing and promoting health organizations 


HOMEMAKING EDUCATION IN THE EVENING SCHOOL 29 


2 By individual example and precept and training the chil- 
dren of the family in duties to the health of the 
community 

C Practical work 
1 List various public health agencies at work in community 
2 Plan to further this program in the community 
Lesson II Heating and ventilating the home 
A Heating 
1 Evolution of heating appliances 
2 Present-day methods 
a Types of furnaces 
b Principles of construction 
c Principles of operations 
d Cost of installation 
e Advantages and disadvantages of each 
B Ventilation 

1 Purpose 

2 Principles involved 

3 Best means of house ventilation 

4 Common household methods 

C Practical work: examination of as many kinds of heating 
appliances as possible and a study of their principles of 
operation; demonstration of common methods of ventilat- 
ing a room 

Lesson III Lighting the home 

A Influence of wall covering upon lighting 

B Methods of lighting 

1 Kerosene 

a Care of lamps 
2 Gas 
a Types of burners and their uses 
b Economy points in using , 
c Rules of safety 
3 Electricity 
a Adaptation of light to use 
b Economy points 
c Rules of safety 

C Comparison in regard to service and cost 

D Practical work 

1 Reading gas and electric meters 


30 THE UNIVERSITY OF THE STATE OF NEW YORK 


2 Determination of cost and operating some common gas 
and electric appliances such as water heater, iron, 
toaster, “etc. 

3 Replacing fuse plugs 

Lesson IV Plumbing of the home 


A Importance 
B Construction and care 
C Study of plumbing charts or diagrams . 
IRIs 
1 Purpose 
2 Construction 
3 Care and cleaning 
F Fixtures 
1 Materials and construction 
2 Care and cleaning 
F Practical work 
1 Opening and cleaning trap 
2 Studying plumbing in some house available or from 
diagram; locating shutoffs 
3 Shutting off water from various fixtures 
4 Putting on new washers 
5 Talk and demonstration by a plumber 


Lesson V Water supply 


A Uses of water 
B Relation to health 
C Classes of water 
1 Good 
2 Polluted 
3 Infected 
D Sources of water 
1 Rain water 
2 Surface water 
3 Ground water 
4 Deep ground water 
E Comparative purity 
F Purification of water 
1 Natural means 
2 Filtration 
3 Heat 
4 Chemicals 
G Water meters versus fixed rate 


HOMEMAKING EDUCATION IN THE EVENING SCHOOL 31 


HT Practical work 
1 Reading water meter 
2 Determining source of water in the community 
3 Determining what means, if any, are employed to make 
the water safe for general use 
4 Tall by director of city water supply 


Lesson VI The kitchen 
A Sanitary finishes 
1 Walls 
2 Ceiling 
3 Floor 
4 Care 
B Lighting 
C Ventilation 
D Arrangement; demonstration 
E Permanent equipment 
1 Kitchen cabinet 
a Construction 
b Organization and contents 
cecare 
2 Sink 
a Kinds 
b Construction 
c Care 
3 Refrigerator 
a Principles of construction 
b Methods of installation 
c Care: daily, weekly 


F Practical work 
1 Studying construction of kitchen cabinets 
2 Refrigerators from catalogs or from the equipment 
3 Cleaning refrigerator 
4 Cleaning and arranging kitchen cabinet 
5 Cleaning sink 


Lesson VII The kitchen: permanent equipment (continued) 
A Stove 
1 Kinds: coal, gas, kerosene, electric 
‘2 Construction of each 
3 Working principles of each 
4 Care and cleaning 


32 THE UNIVERSITY OF THE STATE OF NEW YORK 


B Fireless cooker 
1 Principles involved 
2 Construction 
beCare 
C Practical work 
1 Thorough examination of kind of stove used 
2 If possible, comparison as to cost and ease of operation 
of two or more types. Visit hardware store and study 
types. 
3 Cleaning stove 


Lesson VIII Household sanitation: cleanliness 


A Reasons 
1 Health 
2 Comfort 
3 Appearance 
B Methods of cleaning 
1 Modern appliances 
2 Sanitary procedure 
C Choice of tools 
1 Cost 
2 Labor or time saver 
3 Value for purpose intended 
4 Care necessary 
D Choice of cleansers: soaps, powders, liquids etc. 
1 Harmless to material, to hands 
2 Use for purpose specified 
3 Accomplishes what is claimed 
E Special methods for 
1 Windows, mirrors 
2 Woodwork 
3 Leather 
4 Upholstery 
F Care of tools and materials after using 
G Practical work | 
1 Listing cleaning equipment for an average family 
2 Demonstration and practice of cleaning methods under E 


Lesson IX Household sanitation (continued) 
A The bedroom 


1 Furnishing from sanitary standpoint 
a Furniture 


HOMEMAKING EDUCATION IN THE EVENING SCHOOL 33 


b Draperies 
c Floor, walls, ceiling 
paware 
a Bed and bed-making 
b Room: daily and weekly 
B The bathroom 
1 Finish, sanitary 
a Walls 
b Ceiling 
c Floor 
2 Equipment 
3 Care: daily, weekly © 
a Cleaning tub, bowl, toilet 
b Removal of stains from porcelain 
c Tools and cleansers used 
C Practical work | 
1 Make bed, turn mattress 
2 Clean bathroom 


Lesson X Household sanitation (continued) . 
A General cleaning 
1 Preparation for the work 
a When vacuum is to be used 
b When broom or sweeper is to be used 
2 Method of procedure 
3 Tools etc. to be used 
4 Care of materials after using | 
5 Disposal of dust and dirt 
B Practical work 
1 Cleaning of a room, or better, an apartment 
2 Cleaning of tools and materials used 


Lesson XI Cleaning metals 

A Causes of discoloration 

B General methods of removal 

C Metals commonly used in the household 
1 Special method for each 
2 Preparation for cleaning 
3 Special type of cleanser used 
4 Care after cleaning 

D Practical work 
1 Study of different kinds of cleansers and polishes for dif- 

ferent metals 


34 THE UNIVERSITY OF THE STATE OF NEW YORK 


2 Cleaning of as many,kinds of metals as possible, com- 
paring different polishes as to time and labor spent and 
results obtained 

Lesson XII The refuse of the household 
A Ashes 

1 Dangers from standing 

2 Care in the house 

3 Means of disposal 

B Rubbish 

1 Type 

2 Dangers 

3 are in the house 

4 Final disposition 

C Garbage 
1 Cans: construction, care 
2 Disposal 
a In home where there is no town or municipal collection 
b By community 
D Practical work 

1 Formulation of set of rules for a household in the com- 
munity covering the disposal of rubbish 

2 What is the community method of garbage disposal? 
Could it be improved? How? 


Household Pests — Disinfection — Fumigation 


A Prevention of insects and vermin 
B Extermination by powders, liquids, gases 


C Individual types ; 
1 Flies, mosquitoes, ants, fleas, moths, carpet beetles, bedbugs, 
roaches, silver-fish, rats and mice 
2 Damage or harm 
3 Special means of prevention or extermination 


D Disinfection, fumigation - 
1 Purpose 
a After contagious disease 
b To free house of vermin 
2 Used for clothing, bedding, dishes, discharges, room ete. 
3 Common household disinfectants 
4 Practical work 
a Preparation of some common disinfectants for household use 
b Preparation of a room for fumigation 


HOMEMAKING EDUCATION IN THE EVENING SCHOOL 35 


Note. Lessons may be combined giving all theory at one time and devoting 
all the time at a subsequent period to practical work. 


Practical work may consist of reports of reading, investigations, problems 
or experiments. 


If possible, part of the practical work should be given in a house or apart- 


ment. The instructor’s rooms or the home of a member of the class or a 
practice house might be available. 


References 
Books 


Balderson, L. R. Housewifery. Lippincott 
Broadhurst, Jean. Home and Community Hygiene. Lippincott 
Hill, H. W. The New Public Health. Macmillan 


Bulletins 


Health of Family. Bulletin 86, Federal Board for Vocational 
Education 


HOME NURSING 


Unit, 12 lessons 
Lesson I The sick room 
A Location 
B Furnishings 
C Arrangement of furniture for comfort and convenience — 
demonstration 
D Equipment for sick room 
E Care of equipment 
F How to care for room 
G Demonstration: making the bed 


Lesson II The homemaker as a nurse 
A Preparation for responsibility 
B Physical qualifications 
C Dress while on duty 
D Care of hands and feet while on duty 


E Rest 
F Show proper clothing 


Lessons ITI-IV Personal care of patient 

A Outline for daily routine, care of patient 

B Demonstrate morning toilet, bath, hair, teeth, nails, changing 
gown, changing bed 

C Night toilet 

D Small comforts that count 

E Demonstration and practice: changing the bedding with 
patient in bed 


? 


30 THE UNIVERSITY OF THE STATE OF NEW YORK 
Lessons V—VI Sick room procedure 
A Keeping the bedside record 
B Taking and carrying out the doctor’s orders 
C Giving reducing baths, sweats and application for external 
heat, enemas, irrigations and douches, collections of speci- 
mens for analysis, disinfection and disposal of excretions 
and discharges 
D Demonstration of any of C 
E Taking temperature, pulse and respiration 
Lessons VII-VIII Home treatment for prevention of diseases 
A Tuberculosis, skin diseases, colds 
1 Treatment 
Za ice 
3 Demonstration: the medicine chest in the home 
4 Demonstration: hot pack, poultices, foot bath 
B Diseases of childhood 
1 Treatment etc. 
Lesson IX First aid in home 
A Common emergencies and minor ills 
1 Treatment; demonstration 
B Accidents and poisoning 
1 Treatment; demonstration: first aid 
2 Injuries 
Lessons X—XI Feeding the sick (Should be closely correlated with 
food units) 
A Planning and preparation of diet for the sick 
Lesson XII The community health program 
A Who to call upon when assistance is necessary 
1 The trained nurse 
2 The practical nurse recommended by doctor 
3 The Metropolitan nurse 
4 The district nursing association 
5 The Red Cross chapter headquarters 
B Display and demonstration of electrical equipment for the 


sick room 


Note. It is recommended that the services of a nurse be secured to give 
some of the above lessons. 


References 
Books 


Dakin, Florence. Simplified Nursing in the Home. Lippincott 
Delano, Jane. American Red Cross Text Book on Home 
Hygiene and Care of the Sick. Blakiston and Co. Phila. 


HOMEMAKING EDUCATION IN THE EVENING SCHOOL 37 


Bulletins 
Health of the Family. Bulletin 86, Federal Board for Vocational 
Education 
Home Care of Sick. Bulletin 1, Extension Service, Ohio State 
University. Columbus, Ohio 
Home Nursing. Bulletin 138, Department of Education, Austin, 
Texas 


TRAINING AND CARE OF CHILDREN 
Unit, 12 lessons 


In presenting this course the teacher should secure the services of 
a trained nurse or physician to give some of the lessons, especially 
those of maternity nursing and care of new-born infant. 

“There is a Jewish saying that God could not be everywhere, and 
therefore made mothers.” 


Lesson I The child 
‘A Relation to the home 
B Relation to society 
C Rights of the child to play, recreation, freedom from work, 
health, *education, in order to have a rightful. place in 
society 
D Heredity and environment 
E Relation to society 
F Great responsibility of motherhood 
1 Infant mortality: causes, prevention 
2 Birth registration 
3 Children’s Bureau 
G Need for parental education 


Lesson II Prenatal care 
A Signs of pregnancy 
B Duration of pregnancy 
C Hygiene of expectant mothers 
D Dangers of pregnancy 
1 Miscarriage 
2 Auto intoxication 
3 Child bed fever 


4 Venereal diseases 


Lesson III Confinement 
A Physician’s care 
B Nurse or domestic help 
C Place of confinement 
D Equipment, demonstration 


38 THE UNIVERSITY OF THE STATE OF NEW YORK 


E Possible emergencies 
F Lying in period 
1 Rest period 
2 Diet of mother: planning and preparation 
3 Sleep 
4 Care of breasts 


Lesson IV Care of riew-born infant 
A First toilet . 
B Need for caring of babies (Habits, sleep, fresh air, bath, 
exercise ) . 
C Signs of health in baby 
D Demonstration of bathing a baby 


Lesson V Feeding the infant 

A Breast feeding 

B Artificial feeding 

C Mortality among breast and bottle-fed babies 

D Care of utensils, bottles, nipples; demonstration 

E Regular intervals of feeding 

F Weaning 

G Demonstration: equipment for artificial feeding (Correlate | 
with unit on nutrition and child feeding) 


Lesson VI Clothing for baby 
A List of garments necessary; study of materials to be used 
B Simple exhibit of necessary and suitable garments (Correlate 
with clothing units) 
C Study cost of minimum essentials needed 


~ Lesson VII Care of preschool child 


A Sleep 

B Food 

C Clothing; exhibit of children’s clothing 

D Bathing 

E Play: a talk by kindergarten teacher 

F Most serious years for contraction of infections 

G Cause and prevention of remediable defects 

H Feeding of preschool child 
1 Study of food for child 
2 Planning a day’s dietary; preparation : 
3 Food habits (Correlate with unit on nutrition and child 

feeding ) 


HOMEMAKING EDUCATION IN THE EVENING SCHOOL 39 


Lesson VIII Care of older child 


A Food: at home, school lunch, planning and preparation of 
several meals 

B Sleep 

C Clothing | 

D Bathing 

E Hygiene 

F Recreation: short talk by physical director of education 

G Sex hygiene and instruction 

H Dangers of this period 

I Books for various ages 


Lesson 1X Mental development and management 
A Infancy 
B Child psychology and training 
C Psychology of adolescence and vocational guidance 
D Yalk on mental hygiene. Visit a nursery school 
Lesson X Educational hygiene 
A Sanitation of school 
B Medical inspection 
C School nurse 
D Health leagues 
E Talk by someone in community interested in this subject 
Lesson XI Child labor 
A History of movement for regulation 
B Why prevent? Its results 
C Legislation, laws ° 
D Child in need of special care 
1 Causes and prevention 
2 Juvenile delinquency 
3 Care of dependent or delinquent child 
4 Talk by judge of juvenile court 
Lesson XII Organizations working for interest of the child 
A Federal : 
1 Children’s Bureau 
2.0. ». Health Service 
3 States Relations Service 
4 Bureau of Education 
5 Federal Board for Vocational Education 
B State 
1 State Department of Health 
2 Extension service of universities 


4Q THE UNIVERSITY OF THE STATE OF NEW YORK 


3 Board of Charities and Corrections 
4 State Department of Education 
C Municipal 
1 Board of health 
2 Woman’s clubs 
3 City or county nurses 
4 Playground 
5 Clinics and conferences 


D Private 
1 Playground 
2 Nursing service 
3 Clinics and conferences 
4 Educational Foundations and nursery schools 


A general discussion of the above organizations with display of 
literature and a visit to any of the city departments would be helpful. 


References 
Books 


Bonsanquet, Helen. The Family. Macmillan 

Cleveland, Elizabeth. Training the Toddler. Lippincott 

Delano, J. A. American Red Cross Text Book on Elementary 
Hygiene and Home Care of the Sick. Blakiston & Co. 

Holt, Emmet D. Care and Feeding of Children. Appleton 

Hunt, C.W. What Shall We Read to the Children. Houghton 

Palmer, L. A. Play Life in First Eight Years. Ginn 

Rose, M.S. Feeding the Family. Macmillan 

Terman, L. M. Hygiene of the School Child. Houghton 


Bulletins 


A Guide for Grown Ups to Books of Prose and Poetry for Little 
Folks, by Marion Tobey. Ithaca Public Schools, Ithaca, N. Y. 

Child Care and Child Welfare. Bulletin 65, Federal Board for 
Vocational Education 

Child Welfare. Bulletin 114, College of Industrial Arts, Denton, 
Texas 

Child Management. Bulletin, U. S. Bureau of Education 

Child Study, a monthly magazine by Federation for Child Study, 
242 W. 76th st., New York City 

Examples of Mothercraft Lessons. Home Economics Bulletin 5, 
State Department for Vocational Education, Oklahoma City, 
Okla. 


HOMEMAKING EDUCATION IN THE EVENING SCHOOL 41 


Food for School Boys and Girls, by Mary Rose. Teachers College, 
Columbia University, New York 

Fifth Annual Report. Merrill Palmer School of Homemaking, 71 
Ferry av. E., Detroit, Mich. 

’ Infant Care-Pre-School Age, Part I, Children’s Bureau, U. S. 
Department of Labor, Washington, D. C. 

List of References on Child Care. American Medical Association, 
535 N. Dearborn st., Chicago, IIl. , 

Milk — The Indispensable Food for Children. Children’s Bureau, 
U. S. Department of Labor, Washington, D. C. 

New York State Baby Book. State Department of Health, Albany, 
Sey. 

Outline of Course on Infant Care. State Board of Health, Madison, 
Wis. 

Prenatal Care — Breast Feeding. Children’s Bureau, U. S. Depart- 
ment of Labor, Washington, D. C. , 

Child Life, Its Development and Care, by Alice Ravenhill. Utah 
Agricultural College, Logan 

Stories for Young Children. Leaflet 6, U. S. Bureau of Education 

Suggested Plans for Serving of Lunches in Centralized Schools of 
Ohio, By Treva E. Kauffman. Extension Service, the Ohio 
State University, Columbus 

The Care of the Child’s Food in the Home. Household Refrigera- 
tion Bureau, 51 Chambers st., New York City 

The Feeding of Children, by Mary Rose. Teachers College, 
Columbia University, New York 

‘The Mother as a Teacher, by Alice M. Loomis. Bulletin of the 
Gateway Series, price 25c. Department of Education, Lincoln, 
Neb. 

Training Little Children. Bulletin 39, U. S. Bureau of Education 

U. S. Public Health Service. Supplement no. 10, 1917 


HOME LIFE AND HOSPITALITY 
Unit, 12 lessons 
Lessons I-II The home as a center for family life 
A The family group 
1 Discussion of the average American family 
2 The income necessary for maintaining the average family 
according to standards of living and ideals of family life 
B What constitutes a good home? 
1 The material side 
a Good food practices 


42 THE UNIVERSITY OF THE STATE OF NEW YORK 


b Good clothing practices 
c Good shelter practices 
d Good income practices 
e Good health sustaining practices 
f Recreation practices 
2 The intellectual side 
a Books 
b Pictures 
c Music 
d ‘Table conversation 
e Entertaining in the home 
f Evenings at home 
g School work and extension study 
h Religion 
3 The ethical side 
a Cooperation 
b Conduct one to another 
c Rights of mother 
d Rights of father 
e Rights of children 
f Proper attitudes 
C Practical work 
Analyze the home life of several cases known to teachers 
or pupils. Judgment should be exercised so that names 
can not be revealed. Have pupils read The Homemaker 
by Dorothy C. Fisher and discuss it in class; also have 
pupils recall Little Women by Alcott. 


Lesson III Books for the home 
A How to develop an appreciation for reading 
B Discussion of the selection of books, magazines for the home, 
including adults and children 

C Practical work 
1 Talk by a librarian or visit to the city library 
2 A small exhibit of well-selected books and magazines for 

the home 


Lesson IV Music in the home 
A How to develop a music appreciation with the members of 
the family 
1 Community singing 
2 Concerts 
3 Use of records and the phonograph 


HOMEMAKING EDUCATION IN THE EVENING SCHOOL 43 


4 Playing of musical instruments within the home 
5 Radio 
B Practical work 
1 The playing of some selected records, or selections on the 
piano 
2 Class listening to the singing of several good selections 
by an artist 


Lesson V Art in the home 
A How to develop an appreciation of art with the members of 
the family 
1 Artistic surroundings in the home, carried out in furnish- 
ings, hangings, pictures 
2 Visiting art galleries, museums, buildings of historic 
periods of architecture 
B Practical work 
1 A small exhibit of pictures for the home 
2 Visit to an art gallery or a picture shop 


Lessons VI-X Entertaining in the home 
A Its value and relation to home life 
B The ideal hostess 
C Types of entertainment 
1 Social evenings 
Zebarties 
3 Receptions and teas 
4 Sunday suppers 
5 Anniversary days, such as birthdays, weddings 
6 Picnics or hikes 
D Social etiquette within the home in connection with enter- 
taining 
E Practical work 
1 Planning and carrying out a Sunday evening supper 
2 Planning and carrying out an afternoon tea 
3 Planning and carrying out a child’s party 
4 Planning and carrying out a buffet luncheon that could be 
used for a wedding 
5 Planning and carrying out a picnic or outdoor lunch 


Lesson XI Education 
A The privilege of each member of the family to have education 


B When and where to obtain it 
1 Reading and study within the home 


44. THE UNIVERSITY OF THE STATE OF NEW YORK 


2 Schools 
a Private 
b Public 
c Types: day, part-time, evening, correspondence courses 
3 Library 
C The necessity of each member helping one another and keep- 
ing abreast. The developing of a hobby for study, such 
as music, art, flowers, birds, natural science, ete. 
D Practical work 
1 Listing special agencies in community available for edu- 
cation 
2 Planning a program for a typical family 
Lesson XII The home in relation to the community 
A The relation of home to community, and vice versa 
B The responsibility of the members of the family to the com- 
munity | 
C How the home may train for good citizenship 
D Practical work | 
1 Listing the agencies in the community at work for the 
improvement and betterment of home life 


References 
Books 
Abel, M. H. Successful Family Life on a Modern Income. 
Lippincott 
Alcott, L. M. Little Women. Little, Brown 
Andrews, B. R. Economics of the Household. Macmillan 
Bevier, Isabel. The House. American School of Home Eco- 


nomics 
Calvert, M. R. First Course in Homemaking. Turner E. 
Smith Co. 


Fisher, C.D. The Homemaker. Harcourt 
Gray, Gretta. House and Home. Lippincott 
Hughes, R.O. Community Civics. Allyn and Bacon 
Manners and Conduct. Allyn and Bacon 
Schofield, A. T. Springs of Character. Funk and Wagnall Co. 
Spencer, A. G. The Family and Its Members. Lippincott 
Van Rensselaer, Martha & others. Manual of Homemaking. 
Macmillan 
Bulletins, Pamphlets 
Bulletins from Better Homes Organization in aS 1653 Penn- 
sylvania av., Washington, D. C. 


HOMEMAKING EDUCATION IN THE EVENING SCHOOL 45 


Child Welfare Magazine, May 1925, vol. XIX, no. 9. 5517 German- 
town av., Germantown, Pa. 

Growing Annual Flowering Plants. Farmers’ Bulletin 1171, U. S. 
Department of Agriculture 

Keeping Christmas. Extension Bulletin 97, Cornell University, 
fiesta N.Y, 

Reading Lists for Boys and Girls. American Library Association, 
86 Randolph st., Chicago, Ill. Price 5c | 

The Art of Table Setting. C. QO. Murphy, 41 Union square, New 
York City 


HOUSE PLANNING 
Unit, 12 lessons 


Lesson I Planning a home 
A Selection of site | 
1 Water supply, grading, sewerage, drainage 
B Selection of location | 
1 Church, school, business, stores, neighbors, taxes 
C Visit building neighborhoods or have pupils report on this 
D Cost of site 
Lesson II Building materials 
A Easily available 
B Serviceable from all standpoints 
C Cost of raw materials, labor and houses “ ready-made 
D How to finance the building of a house 


> 


E Talk by architect or contractor 
Lesson III Planning and sketching arrangement of lot, position of 
house 
Lessons TV—-V House plans 
A Consideration of simplicity, harmony, balance, proportion, 
suitability 
B Discussion of pictures and sketches of houses 
C Discussion of plan of each member’s house 
D Field trip to houses in locality 
E Remodeling of homes 
Lesson VI Requirements of house 
| A Purpose of rooms 
B Efficient arrangement 
C Method of routing own house for convenience and time 
saving 


46 THE UNIVERSITY OF THE STATE OF NEW YORK 


Lessons VII-VIII Lighting and heating 
A Kinds 
B Comparative cost and convenience .- 
C Visit to local dealers 
D Demonstration of various lamp shades and lights 


Lessons [X—XII Sketch house plan with chart paper 
A Space proportion and balance of windows, doors, set in cup- 
boards, sides of room 
B Arrangement of rooms 
C Class criticism 
D How to interpret house plans 
E Talk by architect 
References 
Books and Illustrative Material 
Bevier, Isabel. The House. . American School of Home Eco- 
nomics 
Van Rensselaer, Martha & others. Manual of Homemaking. 
Macmillan 
Pictures from magazines such as The House Beautiful, House 
and Garden, Good Housekeeping 


HOUSE DECORATION AND FURNISHING - 
Unit, 12 lessons 
Lesson I House furnishing 
A Art principles of beauty and utility based on proportion, 
balance, unity, suitability, harmony of color 
B Color and design in household textiles 
1 Taste 
paware 


Lessons II-III Wall paper and hangings “ 
A Effect on room 
B Effect on occupants 
C Selection of wall paper for entire house 
1 Space, proportion, color 
2 Visit to wall paper house 
3 Calculation of cost, length of service 
D Discussion of other wall finishes 
E Hangings to go with selected walls 
Lesson IV Floors and floor coverings 
A Types, cost, wear, upkeep 
B Method of cleaning 


HOMEMAKING EDUCATION IN THE EVENING SCHOOL 47 


C Method of placing floor coverings 
D Visit to store and talk by an expert 


Lessons V—VI Furniture 


A Appropriate type for house 

B Selection of new furniture 

C Care and refinishing furniture 

D Placing and arrangement; demonstration 
FE Visit to furniture stores 


Lesson VII Accessories 
A Pictures 
1 Types 
2 Hanging 
B Vases 
1 Types 
2 Use 
C Table covers, cushion covers, lamp shades 
1 Kinds 
a Ready-made 
b Made at home 
2 Use 
3 Artistic selection 
D China and silver 
1 Kinds 
2 Selection and patterns 
3 Cost 
E Show illustrations of the above or visit stores 


Lessons VIII-IX Household linens 
A List of household linens 
B Consumer’s test 
C Study of flax 
1 Growth 
2 Manufacture 
3 Widths, uses and prices of different linen fabrics 
D Table decoration 


Lessons X—XII Suggested list of problems 
1 Refinishing furniture 
2 Simple upholstering 
3 Making house linens, towel, table or bureau scarf or cover, 
curtains, lamp shade, luncheon or breakfast set, pillow . 
covers 


48 THE UNIVERSITY OF THE STATE OF NEW YORK 


References 
Books 


Goldstein, Harriett & Vetto. Art in Every Day Life.. Mac- 
millan 

Gray, Gretta. House and Home. Lippincott 

Izor, E. P. Costume Design and House Planning. Atkinson, 
Mentzer 

Daniels, F. H. Furnishing a Modest Home. Atkinson, Mentzer 

Parsons, F. A. [Interior Decoration. Douhleday 

Van Rensselaer, Martha & others. Manual of Homemaking. 
Macnullan 

Magazines 
The House Beautiful, House and Garden, Good Housekeeping 


HOME MANAGEMENT—THE INCOME 
Unit I, 12 lessons 


Lesson I The management of the home 
A Purpose: homemaking 
B Basic principles in homemaking 
1 Intellectual and spiritual 
2 Material 
C Household management involves 
1 Understanding of the relative value of B, that is, 1 and 2 
2 Understanding of their interdependence 
3 Knowledge of how to use available means to further the 
social, intellectual and spiritual development of each 
member of the family : 
4 Understanding of the relation of home to community 
Homemaking — the “ job ” 
A How it is 
1 A business 
2 A profession 
3 An art 
4 A science 
B Ideals and standards of living 
1 What determines 
2 Money as a measure 
Lessons II-IV, Family income 
A Source 
1 Salary of head of house 
2 Wife’s or children’s salary 
3 Investments etc. 


HOMEMAKING EDUCATION IN THE EVENING SCHOOL 49 


B Money value of woman’s work in the home 
C Apportioning the income 
1 Relation of husband and wife to family income 
2 Methods of apportioning 
a Allowance 
b Common purse 
c Joint bank account 
d Advantages and disadvantages of each 
3 Cash versus credit 
4 Bank accounts 
D Practical work 
1 How to start a bank account 
2 Making out deposit slips 
3 Making out checks 
4 How to indorse a check 
5 Checking up bank accounts 
6 Talk by a banker on use of bank and investments 
7 Study of various family incomes 
Lessons V—VII The budget 
A Its value and reason for use 
B How to arrive at proper divisions 
C Divisions 
1 Shelter 
2 Food 
3 Clothing 
4 Operating expenses 
5 Cultural wants 
D Subdivisions 
E Factors influencing apportionment of budget 
F Laws of expenditure 
G Methods of making budgets 
H Practical work 
1 Making budgets suited to various incomes and conditions 
of living 
2 Talk by specialist in budgeting from a bank 
Lessons VII-IX Household accounts 
A Purpose in keeping 
B Divisions of expenditure 
C Method of keeping 
D Systems of keeping 
1 Book 
2 Cards 


50 THE UNIVERSITY OF THE STATE OF NEW YORK 


FE Practical work 
1 Examination of various systems of keeping accounts 
2 Classifying expenditures 
3 Making out accounts 
4 Balancing accounts 
5 Practice in keeping personal accounts one month or longer 
6 Study and comparison of actual accounts of families or 
working women 
7 Practice in account keeping from personal accounts of 
each member 
Lessons XI—XII Elective expenditures 
A Factors determining 
1 Standards of living 
2 Income 
B Possible list 
1 Education 
2 Recreation 
3 Church 
4 Charity 
5 Insurance 
6 Savings and investment 
C System in elective expenditures 
D Practical work ) 
1 Programs of recreation and systems of savings planned for 
definite incomes and standards of living 
2 Comparison of elective expenditures of various incomes 
3 Have each member classify her own elective expenditures 


Note. Unit I is a prerequisite to unit II, the house. 


HOME MANAGEMENT — THE HOUSE 
Unit IT, 12 lessons 
Lesson 1 The house 
A Location 
1 Sanitary considerations 
2 Business considerations 
3 Social considerations 
B Type of house 
1 House versus apartment 
Cat@ost 
1 Proportion of income 
2 Rent versus purchase 
D Investigations to be made before renting or purchasing 


HOMEMAKING EDUCATION IN THE EVENING SCHOOL 51 


E Practical work 
I Inspection of houses and apartments if possible, consid- 
ering location, conveniences, condition of building 
2 Consideration of cost: either rent or selling price. Does 
owner receive fair return on his investment? Is it fair 
to tenant or purchaser ? 
Lessons II-III Furnishings 
A Costs and standards 
1 A measure of home life 
2 Buying on installment plan 
3 First cost versus upkeep 
B Types 
1 General considerations 
2 Special types for special rooms 
3 Sanitary considerations 
4 Kitchen equipment 
a Amount 
b Kind and material 
C Storage 
1 Bedding 
2 Towels 
3 Table linen 
4 Silver 
D Practical work 
1 Visit to a practice apartment, if possible, or to a furniture 
store 
2 Minimum and average lists of bedding, towels, table linen, 
silver, china and kitchen equipment 
3 Examination of samples 
4 Planning furnishings for average house 


Lessons 1V—V_ Food 
A Costs and standards 
1 Family table a contributing factor to home life 
Effect of usage and custom on costs and standards 
Food budget 
Factors making for economy in food management 
Factors tending to increase prices of foodstuffs 
a Which are controllable by education, legislation? 
B Market 
1 Methods of buying 
a Telephone and delivery 
b Cash and carry 


mm & W bo 


52 THE UNIVERSITY OF THE STATE OF NEW YORK 


c Cooperative buying 
2 Package goods 
3 Advertised goods 
4 “ Bargains” 
C Sanitation 
1 Source of food supply 
2 Method of distribution, for example, milk 
3 Care of food in the home 
D Practical work 
1 Reports on sanitary conditions of markets, dairies etc. 
2 State and city laws governing food production and dis- 
tribution 
3 Preparation of meals using labor-saving devices 


Lessons VI-IX Operating expenses: service, machinery 
A Factors included 
1 Those requiring greatest expenditure of money 
2 Those requiring greatest expenditure of time and labor 
3 Money value of time and labor 
B Means of reducing time and labor spent by housewife 
| 1 Proper house construction and furnishing 
2 Proper methods of work 
3 Hired helpers 
4 Labor-saving devices 
C Budget apportionment 
1 Conditions influencing 
D Service 
1 Cost 
2 Factors causing present conditions 
3 Some proposed solutions 
E Machinery 
1 Labor-saving devices 
a Types 
b Costs 
c Expense of operation 
F Practical work 
a Study of various labor-saving devices; demonstration 
b Comparison of cost of machine with cost of service 
c Laundering in the home 
d Talk by specialist from home service department of a 


commercial store 


HOMEMAKING EDUCATION IN THE EVENING SCHOOL 53 


Lesson X Efficiency in the home 
A Its place in the home 
B The value of organization 
1 Plan 
2 System 
3 Discipline 
4 Records 
5 The responsibility of each member for household organ- 
ization 
C Standardization 
1 Operation; motion and time studies 
2 Conditions 
D Execution or management 
E Practical work 
1 Making a time study of some everyday task such as dress- 
ing, washing dishes, setting table etc. Study to eliminate 
all unnecessary motions. Compare time used at the - 
beginning and the end of the week and note improve- 
ment 
2 Application to other household operations 


Lessons XI-XII Efficiency in the home 


A Value of a system or a plan 
B Purpose 
C Application in the household 
1 Arrangement 
2 Buying 
3 Planning meals 
4 Scheduling household operations 
5 Storing clothes, bedding etc. 
6 Keeping accounts 
D Devices to aid system 
1 Desk or cabinet for housekeeper 
2 Suitable closets, cupboards, pantries etc. 
3 Card indexes 
4 Bill files 
5 Book or cards for household accounts 
E Benefits gained 
1 To the housewife 
2 To the family 
F Practical work 
1 Planning housewife’s desk, closets for cleaning materials, 
linen closets, etc. 


54 THE UNIVERSITY OF THE STATE OF NEW YORK 


2 Demonstration of desk, card indexes, schedule of house- 
hold operations | 


Note. A short unit may be given on laundering in the home, if members 
of the class so desire. See booklet, Laundering at Home, American Washing 
Machine Manufacturers Association and book on Laundering by Balderson. 


References 
(For units I and IT) 
Books 


Abel, M. H. Successful Family Life on a Modern Income. 
Lippincott 

Andrews, B. R. Economics of the Household. Macmillan 

Balderson, L. R. Housewifery. Lippincott 

— Laundering. JLippincott 

Donham, 8. A. Spending the Family Income. Little, Brown 

Spencer, A.G. The Family and Its Members. Lippincott 

. Taber, C. W. The Business of the Household. Lippincott 

Terrill, Bertha. House Management. American School of 
Home Economics 





Bulletins, Pamphlets 
Home Laundering. Farmers’ Bulletin 1099, U. S. Department of 
Agriculture, Washington, D. C. 
Making a Budget — How to Keep a Cash Account. Cornell Univer- 
sity, Ithaca, N. Y. 
The Balance Wheel. The Association for Promotion and Protection 
of Savings, 161 Devonshire st., Boston 


Leaflets 


Monroe County Savings Bank, 35 State st., Rochester, N. Y. 
Pamphlets by Savings Bank Association of the State of New York, 
Home Saving Department, 56 W. 45th st., New York City 
The Home Budget, Personal Expenses, Booklets. The Schenectady 

Savings Bank 
Leaflets — Planned for the Family Who Would Know the Joy of 
_ Wise Spending and Saving. The Savings Banks Association of 
the State of New York 
Leaflets on Money Plans, 10c each. Service Department, Woman’s 
Home Companion, 250 Park av., New York City 


HOMEMAKING EDUCATION IN THE EVENING SCHOOL 55 


GOWR Sita it 


FOR BUSINESS AND PROFESSIONAL WOMEN 


This course is developed to meet the personal and avocational 
needs of business and professional women. It is recommended that 
a school certificate be granted on the completion of the course. The 
courses starred may be substituted in the homemaking course for 
a state certificate. 

One Year 


*Food: the supper and luncheon, 1 unit, 12 lessons 
Food: the dinner and special occasion, 1 unit, 12 lessons 
*Clothing: garments, 1 unit, 12 lessons 

*Millinery and accessories, 1 unit, 12 lessons 


One Year 


Personal hygiene, 1 unit, 12 lessons 
*Home nursing, 1 unit, 12 lessons 
*Budgeting the income and recreation and efficiency of time, 1 unit, 
12 lessons 
Hospitality and entertaining, 1 unit, 12 lessons 


One Year 


*Related art to clothing and home, 1 unit, 12 lessons 
*Three elective units from course I, 3 units, 12 lessons each 


FOOD OR SUPPER UNITS 
2 units, 12 lessons each 


This unit should be worked out to meet the nutritional needs of 
working girls or professional women. The girls enrolled should 
have some part in planning and marketing of the food for the meal. 
The aim is to teach how to select food in relation to health and how 
to prepare meals. This unit not only affords an opportunity for 
the girl or woman to get a well-planned meal but also teaches her 
how to select food in relation to her health and her position. 

The cost of the unit should be met by each member of the class. 
The meals should be simple and not cost more than 25 to 35 cents 
a person. It is a good plan to give out typewritten menus and 
recipes to each member of the class, because some members desire 
to make use of thesé in their own homes. A more advanced unit 
may be planned for members who wish to continue. 

The meals should be planned by a committee of three or four 
women from the class appointed by the teacher each evening. This 


56 THE UNIVERSITY OF.THE STATE OF NEW YORK 


committee should plan the meal for the following lesson. The 
teacher in each case should supervise and suggest desirable com- 
binations. The work should be organized so that the girls or women 
work in groups of two or three. The more difficult dishes should 
be prepared by the girls who come at the beginning of the lesson. 
All preparation of food should be on the family basis. 
The following suggested course has been in use in Buffalo for a 
number of years: 
I Aim of course 
A To develop an appreciation of good food combinations by 
familiarizing the pupil with foods which are suitable for 
breakfast, luncheon, supper, dinner or special occasion 
B To teach principles of good cookery and to plan the efficient 
preparation of several foods which are to be served at the 
same time , 
C To teach the method of serving and proper conduct of hostess 
at special occasions 
D To make it possible for girls coming to the 7.30 o’clock 
evening classes to come to the school direct from work 
and have their supper 


II The course is divided into 2 units of 12 lessons each 
A First unit consists of the preparation of breakfasts, luncheons 
and suppers | 
B Second unit consists of the preparation of dinners and special 
occasion menus 

The same girls take both units as a rule. 

If it is necessary for any girl to drop out, her place is 
filled from a waiting list of girls who could not be accom- 
modated at the beginning of the term. 

III In presenting each lesson, emphasis is laid on the following 
points: 

A Selection and planning 

B Nutritive value 

C Preparation and serving 

D Economic value 

E Menu making 

F Suitable equipment 

The teacher at some opportune time each evening usually discusses 

the meal in reference to the above points. The demonstration method 
with good illustrative material as posters, charts etc. has been used 
to good advantage. Other aids used by the teacher in emphasizing 
points given under aim are 


HOMEMAKING EDUCATION IN THE EVENING SCHOOL 57 


A Lectures in assembly on nutrition 

B Trips through hotel kitchens 

C Demonstrations of household equipment and _ labor-saving 
devices 

D Illustrative material and posters 

E Pamphlets from commercial companies and articles from 
magazines 


IV The meals are planned to meet the nutritional need of the girls 
enrolled and are simple in preparation. The following 
represent typical meals 


A Typical luncheon menu 
Cream of tomato soup — Croutons 
Fruit salad 
Cheese biscuits 
Coffee 


B Typical special occasion (Christmas party) 
Creamed chicken in cream puff shells 
Celery hearts stuffed with cheese 
Tiny Parker House rolls 
Ice cream Sponge cake 


Coffee 


The classes usually meet from 5.30 to 7.20 o’clock and the 
girls are given mimeographed lesson sheets, with menu and 
recipes. They pay a fee of 35 cents each time. Every teacher 
has a student assistant from the day school who is responsible 
for supplies from which she receives her supper and a nominal 
fee. Supplies are purchased through the lunchroom at wholesale. 


V The following is a suggested plan for interesting girls in other 
homemaking work 


A group of six girls from one class and four girls from the 
smaller class, volunteer to take a short unit of four lectures 
on any one of the following subjects which they may choose: 
child care, food, clothing and millinery, house management, 
house planning and furnishing, home nursing. They meet 
from 5.45 to 6.30 p. m. and each girl in the supper class is 
given the opportunity at some time to take a unit. The 
remainder of the class prepares supper enough for all and 
after supper is served the girls will participate in the house- 
work and hear the teacher’s summary. A _ special teacher 
other than the teacher of the supper class has charge of the 
unit courses. 


{ 


58 THE UNIVERSITY OF THE STATE OF NEW YORK 


References 
Books 

Donham, S. A. Spending the Family Income. Little, Brown 
Lord, I.E. Everybody’s Cook Book. Holt 
Robinson, E. R. & Hammel H. G. Cooking Through Prepara- 

tion of Meals. American School of Home Economics 
Rose, M.S. Feeding the Family. Macmillan 
The Butterick Cook Book. Butterick Publishing Co. 
Willard, Florence & Gillett, Lucy. Dietetics for High Schools. 

Macmillan 


Bulletins, Booklets 
Good proportions in the Diet. Farmers’ Bulletin 1313 
Service Booklets by McCall’s Magazine, 236 W. 37th st., New York 
_ City. Price 10 cents each 
Use and preparation of Food. Bulletin 35, Federal Board for Voca- 
tional Education 


CLOTHING 
2 units, 12 lessons each 
Unit I — Garments 
12 lessons 


Lesson I What the clothing problem is today 
A The clothing problem 


1 What it should mean 
2 What a business woman should know to help solve it 


B Planning a seasonal wardrobe 


1 Personal budget 
a Reasons 
b Methods 
c Percentages 
2 A business woman’s garment needs 
a Undergarments and accessories 
b Business dress 
c Afternoon dress 
d Party dress 
3 Fabrics 
a Widths 
b Cost 
c Uses 
d Wearing qualities compared 


HOMEMAKING EDUCATION IN THE EVENING SCHOOL 59 


Lessons IJ-IV Undergarments 
A Suitable material, trimmings 
1 Construction 
2 Time 
B Ready-made compared 
C Machine: use, attachments, care, cleaning, adjustments 
D Hand work: simple, effective, decorative value 
E Care: laundering cotton and silk 


Lesson V Selection of ready-made outer garment (wool or silk): 
suit, coat, dress 
A Design for types of figure according to occasions and time 
worn 
1 Suitable to figure for season and material 
2 Artistic color proportion, constructive, decoration, balance 
B Fabric 
1 Quality 
2 Value 
feet ecuaiic ? 
1 Type of construction 
2 Type of findings 
Lesson VI Daily garment care (wool or silk) 
A In choosing 
B In wearing, after each wearing 
1 Brushing 
2 Airing 
3 Hanging 
C In cleaning 
1 Methods 
2 Reasons 
3 Fiber characteristics 
Lessons VII-XI “ The dress for the job”; seasonal; to fit the 
budget 
A Selection 
1 Design 
2 Material 
3 Pattern, types, alteration, adaptation 
B Construction 
1 Use of patterns 
2 Cutting 
3 Fitting 
4 Making 


60 THE UNIVERSITY OF THE STATE OF NEW YORK 


5 Finishing 
6 Pressing 
Lesson XII Visit store, or bring garments into classroom 
A Class discussion 
B Class comparison of garments 
1 Technic 
Z1GSh 
Suggested Garments To Construct 
1 Undergarments or kimona 
2 Business or afternoon dress of wool or silk, or skirt and blouse; 
renovation 


Unit II — Millinery and Accessories 
12 lessons 
Lesson I The woman well dressed 
A Costume accessories 
1 A suitable finish; type 
2 Color, harmony 


Lesson II Shoes, stockings, gloves, leather handbag, jewelry 
A Selection 
B Quality, cost 
C Points in choosing 
Brief talk by shoe buyer on “leathers that wear ” 


Lesson III Shoes, stockings, gloves 
A Care in wearing 
B Upkeep 
-C Thorough cleaning; demonstration 
Lesson IV Selection of hat 
A Types; occasion 
B Face, figure, hair, hat 
1 Balance 
2 Proportion 
3 Color harmony } 
4 Trimming in relation to 1, 2, 3 above 
C Commercial frame 


Lessons V—VIII Construction of hat 
A Brim 
B Crown 
C Trim 
D Lining 
1 Kinds, how made? 
E Constructive class criticism 


HOMEMAKING EDUCATION IN THE EVENING SCHOOL 61 


Lesson IX Accessory to match hat or garment, bag, scarf etc. 


A Use of left-over fabric 
B Decorative design 


Lessons X—XII Care of hats 

A Day to day 

B Renovation possibilities 

C Renovation of a hat 

Suggested list of problems: Make a new hat, an accessory, reno- 
vate hat. 
References 
Books 

Butterick, H. G. Principles of Clothing Selection. Macmillan 
Izor, E. P. Costume Design and House Planning. Atkinson, 

Mentzer 
Loewen, Jane. Millinery. Lippincott 
Lyon, H. B. Modern Millinery. Millinery Trade Publishing 

Go. 
Woolman, M.S. Clothing — Choice, Care, Cost. Lippincott 


Bulletins, Pamphlets 
Fashion magazines 
Leaflets on budgets. William Filene & Co., Boston 
Pamphlets on Hints for Home Laundry, the Care of Lovely Gar- 
ments. Proctor and Gamble, Cincinnati, Ohio 


PERSONAL HYGIENE 


Unit, 12 lessons 


HOME NURSING 
Unit, 12 lessons 


In presenting these units the services of a nurse should be secured 
for some of the lessons. The units outlined on health of the family 
and home nursing should be developed and adjusted to meet the 
needs of the group enrolled. Under personal hygiene, demonstra- 
tions of manicuring and shampooing should be given and correlated 
with the clothing unit. The need for preserving health and preven- 
tion of sickness should be stressed with the groups of working 
women, making it an asset to their business. These units should 
be correlated with the food and clothing lessons. 


62 THE UNIVERSITY OF THE STATE OF NEW YORK 


BUDGETING THE INCOME 
AND 
RECREATION AND EFFICIENCY OF TIME 
Umit, 12 lessons 


In presenting this unit it is recommended that the services of a 
specialist in home economics in a bank or a specialist of a bank be 
secured for some of the lessons. The members of the class should 
be interested in keeping personal accounts and these may be used 
as a study. The accounts may be numbered so that names will not 
be revealed. Most banks now distribute literature on budgets and 
give expert advice. The teacher should avail herself of this aid. 

In studying the efficiency of time, it is recommended that the mem- 
bers of the class keep a record of how they spend their time over 
a period of a number of weeks. This is to be apportioned or divided 
into percentages of the 24 hours. From this apportionment a study 
may be made. Interesting drawings may be made and compared. 
An efficiency expert from the factories or stores may be secured 
for a discussion of time. 

In discussing recreation, a study of the different places and activi- 
ties available in the community should be made. 


BUDGETING THE INCOME 
Lesson I Incomes 


_A Source of family income 


1 Father’s money 
a Salary or earnings 
b Investments 
c His money used for 
(1) Services: assistance in house 
(2) Rearing of children 
(3) Protection 
(4) Payment for labor 
2 Mother’s money 
a Married woman occupied outside the home 
(1) Advantages 
(2) Disadvantages 
b Occasional earnings 
c Services 
(1) Management of the household 
(a) Wise spending 
(b) Saving 
(c) Housekeeping 


HOMEMAKING EDUCATION IN THE EVENING SCHOOL 63 


(2) Rearing of children 
(a) Feeding 
(b) Clothing 
(c) Training: mentally, morally, physically 
(3) Homemaking 
(a) Home atmosphere 
(b) Social life 
(c) Hospitality 
3 Children 
a Adult 
b Younger children 
c Money 
(1) Responsibility to family: when, why and how much 
to contribute 
(2) Dependence on family 
d Services 
(1) To parents 
(2) To one another 
e Responsibility of family to the child 
B Individual income 
1 Source 
a Earnings 
b Inheritance or allowance 
_c How used 


Lesson II Management of income 


A Mother handles all money 
B Father keeps all the money 
1 Charge system: no cash for wife 
2 Doles out cash on request 
C Allowance plan 
D Budget of household and personal expenses 
1 Estimated expenditure as basis for budget 
2 Advantages of budget 
3 Mechanics of budget 
a Estimates 
b Accounts 
c Handling finances 
d Joint bank accounts 
e Balancing account 
4 Comparison with average account 


64 THE UNIVERSITY OF THE STATE OF NEW YORK 


Lesson III The budget 


A Items of the budget 
B Relative importance of items 
C Variation of proportions 
1 With income 
2 Personal requirements in families 
3 Size of families 
4 Individual living alone 
D Items for average family with proportions 
F& Items for individual living alone with proportions 
F Prepare a budget for yourself 
Lesson [IV The division of the budget 


A The personal budget 
1 Proportions 
a Savings 
b Food 
c Shelter 
d Clothing 
e Operating 
f Advancement or development 
2 Discussion of each item as to required amounts of various 
incomes, and how the amounts may vary 
3 Comparison of personal budgets 


- 


Lesson V Personal accounts 
A Purpose in keeping 
B Methods of keeping 
1 Book 
2 Cards 
C Examination of various methods 
D Practice in making out accounts, balancing accounts 


RECREATION AND EFFICIENCY OF TIME 
Lesson VI Analysis of one’s own time 
A Average daily hours spent in work 
1 Actually working | 
2 Waiting, resting, walking etc. during working hours 
B Average daily hours spent in rest 
1 Sleeping 
2 Resting otherwise 
a Lying down 
b Sitting ete. 


HOMEMAKING EDUCATION IN THE EVENING SCHOOI. 


C Remaining hours of the 24 
1 Education or advancement 
a Reading 
b Writing 
c Conversation 
d Study 
2 Recreation 
a Physical 
Bi lay 
(2) Walking 
(3) Riding 
b Mental 
(1) Reading 
(2) Theaters 
(3) Games (cards etc.) 


Lesson VII Effective use of time in work 
A Factors that make for effective work 
1 Ability 
a Innate 
(1) Intelligence 
(2) Fitness for the job 
(3) Interest 
b Preparation for position 
(1) Previous training 
(2) Continuation of vocational education 
(a) Schools: day, evening 
(b) Books 
(c) Observation 
(d) Conversation . 
2 Concentration 
a Interest 
b Will power 
(1) Child training 
(2) Training one’s self 
c Planning: system 
3 Health 
a Physical condition 
b Effect of environment 
(1) Living conditions 
(2) Working conditions 


65 


66 THE UNIVERSITY OF THE STATE OF NEW YORK 


Lesson VIII Recreation and health 
A Recreation as a factor in maintaining health 
1 Physical fitness 
a Exercise for unused muscles 
(1) Sedentary occupations 
(2) Labor involving repetition of limited movements 
b Opportunities to be out of doors 
c Stimulation of body - processes 
(1) Respiration 
(2) Circulation 
(3) Metabolism 
(4) Elimination 
2 Mental health 
a Rest from usual trend of thought 
b Physical versus mental fatigue 
c Nervousness 


Lesson IX Physical recreations 
A Children 
La lag. 
a Natural play activities 
(1) Importance 
(2) Tendencies 
(3) Development through 
b Supervised play 
(1) Educational value 
. (2) Physical development 
2 Locations for play 
a Home 
(1) House 
PA Mews 
(3) Streets and alleys 
b School 
(1) Organized play 
(a) Schoolroom 
(b) Schoolyard 
(c) Gymnasium 
(ad) Auditorium 
(2) Spontaneous play 
(a) Schoolyard 
(b) Gymnasium 


HOMEMAKING EDUCATION IN THE EVENING SCHOOL 67 


c Public recreation 
(1) Schools 
(a) Gymnasiums 
(b) Swimming pools 
(c) Recreation centers, playgrounds, municipal 
halls, etc. 
B Adult 
iPlay 
a Home 
(1) Games 
(2) Dancing 
b Public recreation 
(1) Types offered 
(2) Opportunities for play 
2 Dancing 
a Home 
b Private dances 
c Public dances 
(1) Parks and boats 
(2) Dance halls 
(3) Local conditions: character, influence 
3 Other sports 
a Skating 
Gi) ice 
(2) Roller 
b Coasting 
c Tennis 
d Golf etc. 
Note. A public recreation director may conduct this lesson. 
Lesson X Books 
A Sources 
1 Libraries 
a Public 
b Private 
c Personal 
~B Use of library 
1 Educational books 
a Reference Library 
b Catalog 
c Periodical Library 
d Assistance from librarian 
e Fiction 


68 THE UNIVERSITY OF THE STATE OF NEW YORK 


2 Magazines 
a Fiction 
b Periodical journal 

3 Talk by librarian 

C Use of books 

1 Habit of reading 
a Recreation 
b Rest 
c Pick up 
d Definite and habitual time 


Lesson XI Theaters and concerts 
A Theaters 
1 Legitimate stage 
a Type of production 
(1) Drama 
(2) Musical comedy 
(3) Burlesque 
(4) Minstrel 
(5) Vaudeville 
b Value 
(1) Amusement 
(2) Education 
c Cost and value 
_2 Picture shows 
a Function 
(1) Amusement 
(2) Education 
b Misuse 
(1) Picture show habit 
(a) Takes place of other forms of recreation 
(b) False ideas of life 
(c) Highly emotional 
(d) No efforts on part of observer required 
(e) Dangerous for children 
c Cost of movies 
3 Concerts 
a Value of 


(1) Entertainment 
(2) Education 


HOMEMAKING EDUCATION IN THE EVENING SCHOOL 69 


b Opportunities 
(1) Public concerts 
(a) Band 
(b) Choral 
(2) Privately managed concerts 
Lesson XII Social life and recreation 
A Home life 


1 Family association 
a Entertainment 
(1) Music 
(2) Play: adults and children 
(3) Conversation 
b Training 
(1) Cooperation 
(2) Service 
(3) Self-control 
(4) Education 
(a) Direction 
(b) Conversation 
(c) Imitation 
2 Hospitality 
a Entertainment of friends 
(1) Courtesy 
(2) Ease of manner 
(3) Conversational ability 


B Social life 
1 Group 
a Church groups 
b Clubs 
c Community groups 
2 Opportunities for social life in your community 
3 Opportunities for social life in your own homes 


References 
Books 


Abel, M. H. Successful Family Life on a Modern Income. 
Lippincott 

Andrews, B. R. Economics of the Household. Macmillan 

Donham, S. A. Spending the Family Income. Little, Brown 

Lord, I. E. Getting Your Money’s Worth. Harcourt 

Kelley, F. R. & others. Personal Account Book. Webb Pub- 
lishing Co. 20 cents 


70 THE UNIVERSITY OF THE STATE OF NEW YORK 


Spencer, H.G. The Family and Its Members. Lippincott 

Van Rensselaer, Martha & others. Manual of Homemaking. 
Macmillan 

Wardall, R. H. & Taber, C. W. Economics of the Family. 
Lippincott 

Bulletins 

The Home Budget. Wanamaker’s Store, New York City 

Outline for Teaching Homemaking. Bulletin of Merrill-Palmer 
School, Detroit, Mich. 

Leaflets from Monroe County Savings Bank, Rochester, N. Y. 

Leaflets Planned for the Family Who Would Know the Joy of Wise 
Spending and Saving. A Budget For The Business Woman. 
The Savings Banks Association of the State of New York 


HOSPITALITY AND ENTERTAINING 
Unit, 12 lessons 

The unit outlined on home life and hospitality should be used as 
a basis for this. The problem of where to entertain and how to 
work it out should be considered, since many working girls and 
business women find it difficult to entertain in their rooms and places 
where they live. The teacher should make a study of conditions 
in the community. The following list of suggested projects may be 
worked out: 


1 A social evening in a girl’s room for girl friends 

2 A bridge party outside the home 

3 A Sunday afternoon tea or simple supper in the girl’s room for 
girl friends 

4 A picnic or hike 

5 A theater party 

6 A birthday party 

7 A special holiday party 

8 A simple breakfast or luncheon for a wedding 


In planning any of the above projects, special attention should be 
given to social etiquette, color decorations, dress for proper occasions 
and the function of an ideal hostess. 


References 


Books 
Bailey, N. Beth. Meal Planning and Table Service. The 
Manual Arts Press 
Manners and Conduct. Allyn & Bacon Co. 


HOMEMAKING EDUCATION IN THE EVENING SCHOOL 71 


Post, Emily. Etiquette. Funk and Wagnalls 
Starret, Helen. The Charm of Fine Manners. Lippincott 
The Butterick Cook Book. Butterick Publishing Co. 


Bulletins 
Mme. Grundy’s Book. Woman’s Home Companion, New York City. 
Price 25 cents 
Service booklets by McCall’s Magazine, 236 W. 37th st., New York 
City. Price 10 cents each 
The Art of Table Setting. C. QO. Murphy, 41 Union square, New 
York City 


RELATED ART TO CLOTHING AND HOME 
Umit, 12 lessons 
Lesson I Art principles emphasized in well-known pictures 
A Balance 
B Proportion 
C Harmony of color and line 
D Subordination 
E Unity 
Visit museum or show good reproductions. Develop an 
art interest through appreciation of masterpieces. 
Lesson II Art principles applied to clothing design 
A Visit to shop, discussion of dresses; use magazines, shop 
windows; stress the evident underlying principles of 
artistic clothing; affirmative selection at first; later we 
have constructive criticism of violation of art in wearing 
apparel 
Lessons III-I[V Application of art principles 
A Make some dress accessory applying principles, as collar and 
cuff set, handmade flowers for dress or hat; embroidery 
for hat band, scarf or hand bag 
B Draw original design or alteration of commercial design 
whenever ability of class makes it possible 
Lessons V—VI Art principles applied to household design 
A Selection of shelter may be personal room or rooms, apart- 
ment or house 
1 Requirements 
2 Effect of color 
3 Effect of design 


4 The ideal plan for bedroom or other rooms considered 


a2 THE UNIVERSITY OF THE STATE OF NEW YORK 


5 Suggestive readjustments 
a Picture hanging 
b Wall paper 
c Table and bureau, bed cover, curtains, cushions ete. 
d Arrangement of furniture 
e Types of furniture 


Lessons VI-XI Make household accessory cover for table, bureau or 
bed, curtains, pillows etc., applying art principles. A piece of 
furniture may be refinished or painted. . 

Lesson XII Visit to museum or trip to art store or furniture store. 
Talk by artist on picture selection or furniture. 


References 
Books 


Daniels, F.H. Furnishing a Modest Home. Atkinson, Mentzer 

Goldstein, Harriett & Vetto. Artin Every Day Life. Macmillan 

Gray, Gretta. House and Home. Lippincott 

Izor, E. P. Costume Design and Home Planning. Atkinson, 
Mentzer 

Parsons, F. A. Interior Decoration. Doubleday 


Magazines 
Good Housekeeping 
House and Garden 
The House Beautiful 


SUPPLEMENTARY UNITS 
The following additional units are given with the thought that 
some women may desire to take additional work. The course in 
homemaking outlines only the minimum essentials and it is recom- 
mended that women be encouraged to continue and take more inten- 
sive work along any line in which they are especially interested or 
in need of help. 


SUGGESTED SHORT UNIT COURSE IN HOMEMAKING 
FOR THE FOREIGN-BORN WOMAN 


The following brief outline is suggested to communities that are 
interested in giving the foreign-born woman some help with her 
homemaking problems. There is a splendid opportunity here for 
the teacher of English and the teacher of homemaking to correlate 
the two subjects. A number of communities in this State are 
working on this project. 


HOMEMAKING EDUCATION IN THE EVENING SCHOOL 73 


It is realized by those who have worked with the foreign-born 
woman that she must desire help, and it is always best to begin with 
what she wants. The method to be used in teaching her homemaking 
is through demonstration of simple processes and use of illustrative 
material, carefully chosen. Subject matter in this field may be used 
for reading, and themes based on homemaking may be carefully 
chosen. (See outline prepared by Miss Lindquist and issued by 
State Department of Education.) 

A knowledge of national habits of the group is necessary, if work 
is to be successful. 

FOOD AND HEALTH 
Unit, 10 lessons 


Food needs of the family for health; regularity of meals; setting 
the table; marketing; care of food in the home; preparation of 
breakfast, dinner, supper, a box lunch; adapting new foods; cost; 
nutrition of family; food for the sick. 


CLOTHING AND HEALTH 
Unit, 10 lessons 
How to buy; ready-made garments; underwear; hose, shoes, use 
of commercial pattern; construction, such as making of small girl’s 
dress, small boy’s suit; repair, renovation, cost, simple millinery, 
care and remodeling of hats; laundry of clothing; proper sleeping 
garments; color combinations; proper line and design; use of mail 
order house. 
SHELTER AND HEALTH 
Unit, 6 lessons 
Advantages of owning or renting. Consider location, size, cost, 
sanitation, appearance, convenience, selection of good, but suitable 
furnishings. . 
HOME MANAGEMENT AND HEALTH 
Unit, 6. lessons 
Income, how spent? Time, how spent? 
Saving of time; labor-saving devices; furnishings of home; simple 
kitchen utensils; standards of home; care of house. 


CHILD CARE AND HEALTH 
Unit, 6 lessons 
Bathing, clothing, first aid, physical care of baby and school child, 
child training, child feeding; correlate with unit on food; home 
care of sick. 


74 THE UNIVERSITY OF THE STATE OF NEW YORK 


THE HOME AND ITS RELATION TO THE COMMUNITY 
Unit, 1 lesson 


Entertainment in homes; use of parks, community centers, clinic, 
library; plan picnic or party for group; stress their civic 
responsibilities. 

References 
Books 


Breckinridge, 8S. P. New Homes for Old. Harper 

Rose, Mary. Feeding the Family. Macmillan 

Wood, B. M. Food for Foreign Born. Whitcomb and Barrows 
Woolman, M. SS. Clothing — Choice, Care, Cost. Lippincott 


Bulletins 


Extension service of Cornell University, Ithaca, N. Y. 

Farmers’ bulletins, Division of Publication, Washington, D. C. 

Report of the Education Committee for Non-English-Speaking 
Women, June 1925, Yorkville Public Library, 222 E. 79th st., 
New York City 

Selected Bibliography of Texts and Ree in Immigrant Educa- 
tion. Bulletin 743, University of the State of New York 

Suggestions for Americanization “Work Among _ Foreign-Born 
Women. Form H. 13, Bureau of Naturalization, U. S. Depart- 
ment of Labor 


FOOD PRESERVATION 
Umt, 5 lessons 


Lesson I Principles of food preservation 
A Causes of decay 
1 Yeast 
2 Mold 
3 Bacteria 


B Methods of preservation 
1 High temperature 
2 Low temperature 
3 Preservatives 
4 Removal of moisture 


C Methods 
1 Open kettle 
2 Cold pack 
3 Steam 


HOMEMAKING EDUCATION IN THE EVENING SCHOOL 


D Means 
1 Pressure cooker 
2 Steamer 
3 Fireless 
4 Oven 
5 Water bath 
E Equipment 
1 Aluminum and granite ware versus tin, iron ete. 
2 Wooden spoons, jars, rubber etc. 


F Canning of vegetables by methods under D 


Lesson II Canning of fruit 
A Methods 
1 Open kettle 
BaGold pack 
B Use of syrups 
C Canning of fruits by above methods 
Lesson III Jellies 
A Extraction of juices 
B Care and storage of preserved foods 
Lesson IV Pickles, Chili sauce, relishes 


A Preservation with condiments 


Lesson V Conserves, jams, marmalades, butters, pulps 


A Preservation with sugar 
B Use of fruits, vegetables and relishes in the diet 
C Demonstration and practice 


References 
Books 


75 


Powell, Ola. Successful Canning and Preserving. Lippincott 


Bulletins, Pamphlets 


A Book of Recipes and Helpful Information on Canning. Hazel 


Atlas Glass Co., Wheeling, W. Va. 
Extension Bulletins, Cornell University, Ithaca, N. Y. 


Tiome Canning of Fruits, Vegetables and Meats. Extension Service, 


Ohio State University, Columbus 


Time Tables for Home Canning of Fruits and Vegetables, Circular 
24; Directions for Examining All Canned Goods before Use, 


Circular 25, Canning Fruits and Vegetables at Home F. B. No. 


1471, U. S. Department of Agriculture 


70 THE UNIVERSITY OF THE STATE OF NEW YORK 


HOUSEHOLD MECHANICS 
Unit, 8 lessons 
Aims of the course: 

1 To provide such information in the course as is desired by 
the individual pupils 

2 To put the pupils in possession of certain fundamental prin- 
ciples which would be an aid toward better working condi- 
tions in the home 

3 To provide certain, first-hand information regarding the 
choice, care and repair of household equipment 

The following course was covered in Hudson Evening Schools: 


Lesson I 
A Registration 


1 Interests of each candidate 
2 Subject matter desired in the course 


B The labor-saving kitchen 
1 The kitchen, a food preparation center and a clearing 
“away center 
ZZ 
3 Arrangement of large equipment 
4 Improving poor arrangements 
Lesson II 


A The labor-saving kitchen (continued ) 
1 Choice, care and cost of small equipment 
2 Arrangement of small equipment according to use 

Lesson III 

A Helpful household tools 
1 Labor savers 
2 Fuel savers 
3 Time savers 
4 Step savers 

(Ample illustrative material was furnished by the local stores) 


Lesson IV 
A Household cleaners and cleaning methods 
1 Discussion of various cleaners in the market 
2 Use and value of standard practice sheets 
Lesson V 
A The family budget 
1 Amount used for operating expenses and service in the 
home 


HOMEMAKING EDUCATION IN THE EVENING SCHOOL 7/7 


2 Discussion of various family budgets 
B The repair of electrical appliances by a mechanic 
1 Repair of electric iron 
2 Electric toaster 
3 Vacuum cleaner 


Lesson VI 
A Practical household plumbing 
1 Choice, location and care of plumbing fixtures 
2 Demonstration by a local plumber of 
a Packing a faucet 
b Cleaning a trap 
Lesson VII 
A The sewing machine 
1 General care of a machine 
2 Cleaning 
3 Use 
(Demonstrations by manager from local sewing machine shop) 
Lesson VIII 
A Plans and methods for daily housework 
1 Discussion of schedules for daily household tasks 
B Sharpening knives 
1 Demonstration by industrial director 
2 Class practice 
Nore. In working out this course it was necessary to use demon- 
strations whenever skilled workmen could provide them. 


References 
Books 
Balderson, L. R. Housewifery. Lippincott 
Donham, S. H. Spending the Family Income. Little, Brown 
Frederick, Christine. The New Housekeeping. Doubleday 


7& THE UNIVERSITY OF THE STATE OF NEW YORK 


A. SAMPLE LESSON -SHEET FOR PUPIG USE @ere 
CONNECTION WITH A NUTRITION AND 
CHILD FEEDING UNIT 


Hutchinson High School 
Buffalo 


Lesson Sheet No. VII 


DIET FOR CONSTIPATION 


In endeavoring to remedy or avoid constipation through diet we 
may choose: 


(1) Foods rich in cellulose, such as celery, cabbage, string beans, 
dried beans and lentils with their hulls, asparagus, lettuce, 
spinach, onions, raisins, figs, prunes and other fruits eaten 
with their skins, cereals from which the bran has not been 
removed, such as rolled or cut oats and wheat. 


(2) Foods yielding vegetable acids, such as lemons, oranges, toma- 
toes, rhubarb, apples, cider and other fruit and fruit juices, 
(except blackberries, which are constipating). The acids are 
mild stimulants to intestinal movement and most people find 
fruit pleasant to take. The desired results are often gained 
by taking fruit or fruit juices the first thing in the morning. 
Hot lemonade, prunes or figs may be tried at bed time, if 
they do not cause discomfort. 


(3) Foods producing slight gas formation: such as honey, molasses, 
spinach, onions, cauliflower and some others. These tend to 
ferment slightly; the gas generated breaks up hard masses 
in the intestines and also acts as a slight stimulant to move- 
ment. Carbonated waters may bring about the same result 
through the gas with which they are charged. Honey and 
molasses are best taken with coarse breads. They must not 
be used too freely or they will disturb digestion. 


(4) A lubricant. For people whose digestion of fat 1s rather imper- 
fect, fat in liberal quantities is often laxative and such may 
be benefited by a tablespoon or two of olive oil before break- 
fast and the last thing at night. A mineral oil is very satis- 
factory. Lubricants do not actually stimulate intestinal 
movement and only aid in elimination of waste by making 
it softer and allowing it to pass along the tract more readily. 


HOMEMAKING EDUCATION IN THE EVENING SCHOOL 


Some Anti-constipation Menus 
I 

Breakfast 

An orange 

Cut oats, cream 

Bran muffins and honey 

Bacon 
Luncheon 

Lentil stew 

Triscuit 

Baked apple (skin eaten) 
Dinner 

Vegetable soup 

Roast beef 

Spinach (large serving) 

Baked potato (skin eaten) 

Cabbage salad 

Graham bread 

Steamed fig pudding, lemon sauce 


EE 
Breakfast 
Stewed prunes 
Shredded wheat and cream 
Tomato omelet 
Graham toast 


Luncheon 
Pork and baked beans 
Boston brown bread 
Sliced pineapple 
Oatmeal macaroons 

Dinner 
Boiled mutton, caper sauce 
Stewed onions 
Lettuce salad, French dressing 
Bran wafers 
Lemon jelly, whipped cream 


79 


SO THE UNIVERSITY OF THE STATE OF NEW YORK 


A SAMPLE LESSON. SHEET FOR .PUPID sea 
CONNECTION WITH HOUSEHOLD MECHANIC 
UNIT 


Hudson Evening School 
Lesson VI Practical Household Plumbing 


One of the largest expenses in the American home is plumbing, 
To save cost here, the plumbing fixtures should be kept near together 
to avoid excessive piping; that 1s, bathroom should be over or at 
the same side of the house as the kitchen and the laundry under 
the kitchen. 

All home builders should know the difference between “ porcelain ” 
and “ enameled iron” which are often used as interchangeable terms 
in speaking of sinks, lavatories and tubs. Enameled iron ware is 
produced by a covering of enamel applied over cast iron. Its sur- 
face is softer and somewhat more porous than porcelain. The truly 
vitreous fixtures of porcelain are made of clay which undergoes a 
drying process of several weeks and is then subjected to a heat of 
about 2500 degrees. This insures a high and impervious glaze 
which does not take stains so easily, can not rust and is much easier 
to keep clean. Small sinks and lavatories of porcelain now cost 
hardly any more than a good grade of enameled iron and are alto- 
gether preferable. 

Care should be taken to preserve the glazed surface of an enameled 
or porcelain sink and consequently plumbing fixtures should not be 
scoured with gritty washing powders nor should strong acids or 
alkalies be allowed to stay on them for any length of time. 

In selecting the outlet traps of all lavatories, sinks and tubs, see 
that the trap can be detached easily or is provided with a screw cap 
which can be opened for the easy removal of clogged material. 
There is usually a grease trap in the outlet of the kitchen sink to 
take care of stoppage. 

Most of the exposed parts of the plumbing are nickeled; that is, 
nickel plate over brass or bronze. Often the difference in price of 
two fixtures which look alike is owing to the better coating of nickel 
of one over the other. Poor nickeling quickly wears off, making the 
fixtures unsightly. 

Other details of plumbing conveniences are compression faucets 
which save water, especially hot water, and which eliminate the 
unsanitary overflow areas; a white porcelain seat on the toilet instead 
of wood, noiseless tank attachments to the toilet; gooseneck faucets ; 
kitchen. faucets with screw threads and kitchen faucet mixers. 


HOMEMAKING EDUCATION IN THE EVENING SCHOOL 81 


The position of the main stopcock for the water in the basement 
should be known to all members in the family so that it can be shut 
off instantly in case of an overflow or accident. It should be tested 
occasionally to see that it is not too stiff to turn. It is also a good 
pian to have water shut-offs in the principal lines of the water supply 
so that the entire house need not be cut off from water when a new 
washer needs to be put in a faucet or other repairs made. 

Demonstration of (1) Packing a faucet 

(2) Cleaning a trap by a plumber, from local 
plumbing establishment 


GENERAL REFERENCES 
Books 


Abel, M. H. Successful Family Life on a Modern Income. 
mrmomcot. 1921... $2 

Aiken, C. R. Millinery. Ronald Press. 1918. $1.25 

Alcott, L. M. Little Women. Little, Brown. 1895. $1.50 

Andrews, B. R. Economics of the Household. Macmillan. 
ee ah 3.20 

Bailey, N.B. Meal Planning and Table Service. Manual Arts 
Press. 1924.. $1.25 

Balderson, L. RR. Housewifery. Lippincott. 1919. $3 

— Laundering. Lippincott. 1923. $3 

Baldt, Laura. Clothing for Women. Lippincott. 1916. $3 

Bevier, Isabel. The House. American School of Home Eco- 
worries. 1912. $2 | 

Bonsanquet, Helen. The Family. Macmillan. 1915. $2.50 

Breckinridge, S. P. New Homes for Old. MHarpers.. 1921. 
$2.50 

Broadhurst, Jean. Home and Community Hygiene.  Lippin- 
Poe ic. $3 

Butterick, H. G. Principles of Clothing Selection. Macmillan. 
1923. $1.20 

Calvert, M. R. The First Course in Homemaking. Turner E. 
Smith Co. 1924. $1.20 

Cleveland, Elizabeth. Training the Toddler. Lippincott. 19206. 
$2 

Cook, R. C. Sewing Machines. The Manual Arts Press, 
Peoria, Ill. 1922. -$1.25 

Dakin, Florence. Simplified Nursing in the Home.  Lippin- 
Cote 92500 $3 





82 THE UNIVERSITY OF THE STATE OF NEW YORK 


Daniels, F. H. Furnishing a Modest Home. Atkinson, Ment- 
zer. 1908. $1 

Delano, Jane. American Red Cross Text Book on Home 
Hygiene and Care of Sick. Blakiston and Co. 1918. 70c 

Denny, Grace. Fabrics and How to Know Them. Lippincott. 
192340 $1.50 | 

Donham, S. A. Spending the Family Income. Little, Brown. 
19235 eal.75 

Dyer, Elizabeth. Textile Fabrics. Houghton. 1923. $1.75 

Fales, James. Dressmaking. Scribner. 1917. $2 

Fisher, D. C. The Homemaker. Harcourt. 1924. $2 

Frederick, Christine. The New Housekeeping. Doubleday. 
Ae sty 

Goldstein, Harriett & Vetta. Art in Every Day Life. Lippin- 
COtL, a U2 mea 

Gray, Gretta. House and Home. Lippincott. 1923. $3 

Hill, H. W. The New Public Health. Macmillan. 1916. 
$1.50 

Holt, Emmet D. Care and Feeding of Children. Appleton. 
1912-14. $1.25 

Hughes, R. O. Community Civics. Allyn & Bacon. ‘1917. 
$1.40 

Hunt, C.W. What Shall We Read to the Children. Houghton. 
[HS deep hess 

Izor, E. P. Costume Design and Home Planning. Atkinson, 
Mentzer. 1916 

Kinne, Helen & Cooley, Anna. Shelter and Clothing. Mac- 
millan. 1913. $1.40 

Lord, I. E. Getting Your Money’s Worth. Harcourt.» 1922. 
$1.50 

— —— Everybody’s Cook Book. Holt. 1924. $5 

Lowen, Jane. Millinery. Macmillan. 1925. $1.50 

Lyon, H. B. Modern Millinery. Millinery Trade Publishing 
Cy O22 oe apo 

Mathews, Mary. Elementary Home Economics. Little, Brown. 
1921. $1.40 

Palmer, L. A. Play Life in First Eight Years. -Ginnig ig: 
$1.48 

Parson, Frank A. Interior Decoration. Doubleday. 1915. $4 

Powell, Ola. Successful Canning and:Preserving. Lippincott. 
LOL/. So 

Rose, M. S. Feeding the Family. Macmillan. 1924. $2.40 


HOMEMAKING EDUCATION IN THE EVENING SCHOOL 83 


Robinson, E. R. & Hammel, H. G. Cooking Through Prepara- 
tion of Meals. American School of Home Economics. 
Ghicaco,” 1917. $2 

Sage, Elizabeth. A study of Costume. Scribners. 1926. $2 

Schofield, A. T. Springs of Character. Funk and Wagnalls. 
1901. $2 | | 

Smith, A. J. How to Make Hand-Made Flowers. A. J. Smith, 
Room 1012, 102 Park av., New York City. 1922 

spencer, A. G. The Family and Its Members. Lippincott. 
W2b5. $2.50 

Taber, C. W. ‘The Business of the Household. Lippincott. 
i918. $3 

Terman, L. M. Hygiene of the School Child. Houghton. 
ie te $2.15 

Terrill, Bertha. House Management. American School of 
Home Economics. 1907. $2 

The Butterick Cook Book. Butterick Publishing Co. 1924. $2 

Turner, Annabel. The Study of Fabrics. Appleton. 1918. $2 

Van Rensselaer, Martha & others. Manual of Homemaking. 
Macmillan. 1921. $3.25 

Wardall, R. H. & Taber, C. W. Economics of the Family. 
Lippincott. 1923. $1.40 

Wellman, Mabel. Food Study for High School. Little, Brown. 
1926. $1.50 

Willard, Florence & Gillett, Lucy. Dietetics for High Schools. 
Macmillan. 1920. $1.40 

Wood, B. M. Food for Foreign Born. Whitcomb and Barrows.., 
P22. 1.25 

Woolman, M. 8S. Clothing — Choice, Care and Cost. Lip- 
pincott. 1920. $2 

—— & McGowan, E.B. Textiles. Macmillan. 1920. $2.60 


Bulletins 
al Farmers Bulletins, Division of Publications, Washington, D. C. 
Good Proportions in the Diet, no. 1313 
Home Laundering, no. 1099 
How to Select Foods, nos. 808, 817, 824 
Removing Stains from Clothing and Other Textiles, no. 861 
Selection and Care of Clothing, no. 1089 
B Federal Board for Vocational Education Bulletins, Washington, 
1h eA 
Clothing for the Family, no. 23. Sup’t of Documents. 15c. 
Health of the Family, no. 86. Sup’t of Documents. 15c. 


S44 THE UNIVERSITY OF THE STATE OF NEW YORK 


Use and Preparation of Food, no. 35. Sup’t of Documents. 
log 

Survey of the Needs in the Field of Vocational Home Eco- 
nomics Education, no. 37 

Child Care and Child Welfare, no. 65 

C Children’s Bureau, U. S. Department of Labor 

Breast Feeding 

Infant Care 

Milk — The Indispensible Food for Children 

Prenatal Care 

The Pre-School Age 

D General | 

Evening Courses in Home Economics for Idaho Schools. 
State Board for Vocational Education, Boise, Idaho 

Homemaking bulletins, Extension Division, Cornell University, 
Titiicas eay 

Metropolitan Cook Book. Metropolitan Life Insurance Com- — 
pany, New York City 

Organization and Administration of Evening Classes in Home- 
making for Texas. State Board for Vocational Education, 
Austin, Texas 

Outline for Teaching of Homemaking. Merrill Palmer School, 
Detroit, Mich. 20c. 


Illustrative Material 

Booklet: Laundering at Home. American Washing Machine Manu- 
facturers’ Association, 10 S. LaSalle st., Chicago, Ill. 

Health booklets and charts: Metropolitan Life Insurance Co., Mad- 
ison av., New York City 

Leaflets on budgets. William Filene & Co., Boston 

Pamphlets, dodgers, charts on child care and health. American 
Child Health Association, 3/0 Seventh av., New York City 

Pamphlets: Practical Home Decorating — Dealers’ Course, Series 1, 
charts and wallpaper books, Wallpaper Manufacturers’ Associ- 
ation of the U. S., 461 Eighth av., New York City 

Posters on milk and dairy products. National Dairy Council, 
Chicago, II. 


HOMEMAKING EDUCATION IN THE EVENING SCHOOL 85 


Copy of State Certificate 
The University of the State of New York 


CERTIFICATE OF ACHIEVEMENT IN HOMEMAKING 
PN ear VN NGS CHOOLS 

FERS TG EI oak cca 6 EE A aes a ee ee 

Oo 5 anne has completed satisfactorily a Homemaking 

eM RIL VETING “OCNOOIS Of s..2-52oceccccen ion coen ne encect este cnee nee cee cteeeens in 


Foods, Clothing, Health, Child Care, Furnishing, Management and 
Home Life 


ONE STG FOG Uh centre ite weed tes es, Memes well 
Superintendent of Schools 


President of the University 
and Commissioner of Education 
Director of Vocational 
and Extension Education 


“ As is the Home, so are the Community and the Nation” 








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